The Impact of Integrated Teaching Models in Primary Science Education on Students Scientific Literacy

Abstract

The transition from compartmentalized science education to integrated teaching models (e.g., STEM, STEAM) is a defining trend in 21st-century primary education. However, empirical evidence quantifying its multidimensional impact on young learners remains limited. This study investigates the impact of Integrated Teaching Models (ITM) on primary students' scientific literacy, specifically examining three distinct dimensions: Scientific Knowledge, Scientific Inquiry Skills, and Scientific Attitudes. A quantitative cross-sectional survey design was employed. Data were collected from 312 upper primary students (Grades 4-6). Hierarchical multiple regression analysis was conducted to test the hypotheses while controlling for demographic and socio-economic variables, including parents' education and extracurricular STEM participation. The findings reveal that ITM significantly and positively predicts all three dimensions of scientific literacy. Even after accounting for control variables, ITM demonstrated the strongest impact on Scientific Attitudes (β = 0.605, p < 0.001), followed by Scientific Inquiry Skills (β = 0.515, p < 0.001) and Scientific Knowledge (β = 0.420, p < 0.001). The study concludes that school-based integrated teaching is a powerful, democratizing pedagogical tool. It not only enhances factual retention and practical skills but, most importantly, fundamentally transforms students' intrinsic motivation and attitudes toward science, mitigating disparities caused by differing socio-economic backgrounds.