Bridging the Cognitive–Affective Gap: An Analysis of Elementary Students’ Science Literacy and Scientific Attitudes

Abstract

This study investigates the relationship between science literacy and scientific attitudes among elementary school students, with a particular focus on identifying imbalances between the cognitive and affective domains in science learning. Employing a quantitative descriptive design, data were collected from 35 fourth-grade students using validated, reliable instruments to measure science literacy and scientific attitudes. Descriptive statistical analysis revealed that students’ science literacy remains low, while their scientific attitudes are relatively high. Pearson correlation analysis indicated a strong and significant positive relationship between the two variables (r = 0.841, p < 0.001). Despite this strong association, the findings highlight a critical gap, where positive scientific attitudes are not effectively translated into cognitive achievement. This suggests that current instructional practices may foster engagement but lack sufficient support for conceptual understanding and inquiry-based reasoning. The study contributes to the growing discourse on holistic science education by emphasizing the need for integrated instructional approaches that align affective engagement with cognitive development. These findings have important implications for designing more effective, evidence-based science learning strategies at the elementary level.