#482: Developing and Applying a Framework for Teachers’ Learning Sciences Literacy: Conceptualization, Instrument Development, and Empirical Insights from a Nationwide Survey in China

Understanding how teachers apply insights from the Learning Sciences is central to improving teaching quality. This study conceptualized and validated a framework for Teachers’ Learning Sciences Literacy (TLSL). Based on literature synthesis and a three-round Delphi process, four dimensions were identified: Awareness, Knowledge, Skills, and Self-Application & Development. A 54-item self-assessment instrument was developed and validated through exploratory and confirmatory factor analyses with samples of 480 and 486 in-service teachers. The model showed strong reliability (α = .992) and validity. Analyses of data from 486 teachers revealed high overall TLSL, with the highest in Skills and the lowest in Knowledge. Regression results showed that teaching experience, professional title, and Learning Sciences engagement were positively associated with TLSL, whereas demographic factors had limited effects. These findings clarify the construct of TLSL, provide a validated measurement tool, and highlight the importance of sustained professional learning in fostering teachers’ Learning Sciences Literacy.