Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.8, 2014 26 A Discourse on the Essentials of Transformative Science Teacher Professionalism and Scientific Literacy in the Challenges of Global Economic Crisis BRAIMOH, Durojaiye S 1 , ORUKOTAN, Akinyemi F 1 , OKEDEYI, Abiodun S 2 and OGUNMADE, Taiwo O 3 1. Curriculum Studies Department, Adeniran Ogunsanya College of Education, Oto/Ijanikin, P.M.B.007, Festac Town, Lagos, Nigeria 2. Physics Department, Adeniran Ogunsanya College of Education, Oto/Ijanikin, , P.M.B.007, Festac Town, Lagos, Nigeria. E-Mail: biodunoked@yahoo.com 3. Chemistry Department, Adeniran Ogunsanya College of Education, , P.M.B.007, Festac Town, Lagos, Nigeria Absract The economic development of a nation is correlated with the scientific and educational development (EL- Khawas, DePietro-Jurand, & Holm-Nielsen, 1998), thus the yearnings and concerns for developing new ways of science teaching and learning, and to further improve the experiences in science teachers professional development. This study emphasised on how the characteristics of transformative science teacher professionalism can support science teacher professional development and develop scientific literacy, such that science teachers’ professional transformation could provide skills, behaviours and attitudes which are essential for social development and economic growth. Data in the study revealed that science teachers have negative experiences of the characteristics provided in the Scientific Literacy and Transformative Science Teacher Professionalism Questionnaire (SLTSTPQ). The findings in the study provide insight into how science teachers’ professional learning and professionalism could make them become creative and innovative pedagogues for the benefit of the society and for dispersing ‘best practices’ in science teaching profession to overcome the global economic crisis. This article concluded with a number of recommendations on national re-orientation and re- birth, and for reclaiming our national pride through scientific literacy with the development of transformative science teaching profession. Introduction The National Science Education Standard (1996) defined scientific literacy as “… the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civil and cultural affairs … and economic productivity” (p.22). The vision of scientific literacy is to provide students with lifelong learning which will help them to effectively participate in and understand the technology, polity, culture and economy of their nation and the world around them. The interpretive nature of the Basic Science Education (BSE) framework in Nigeria provide the vision for Nigerian children, regardless of gender or cultural background, to develop opportunities in scientific literacy in the contexts of the National Economic Empowerment and Development Strategies (NEEDs) and the Millennium Development Goals (MDGs) (NERDC, 2006). The curriculum for basic science in Nigeria (NERDC, 2006), is an evolving combination of science related attitudes, skills and knowledge, which are used by students to develop inquiry, problem solving, and decision making abilities to become lifelong learners. Project 2061 of the American Association for the Advancement of Science (American Association for the Advancement of Science, 1993) described scientific literacy thus: …science literacy requires understandings and habits of mind that enable citizens to grasp what those enterprises are up to, to make some sense of how the natural and designed worlds work, to think critically and independently, to recognize and weigh alternative explanations of events and design trade-offs, and to deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and uncertainties. (American Association for the Advancement of Science, 1993, p. 1) Goodrum, Hackling and Rennie (2001) believed that a scientifically literate person would - be interested in, and understand the world around them; would engage in the discourses of and about science; be skeptical and question claims made by others about scientific matters; be able to identify questions, investigate and draw evidence-based conclusions; and make informed decisions about the environment and their own health and well- being. A scientifically literate society is necessary for national transformation. The dynamic nature of society