The Development of an Interactive Science Literacy Model Based on Folk Stories for Chinese Children Using Dialogic Reading Techniques

Romarzila Omar, Lina Busyra Safwan, Ruslan Abdullah, Hazhari Ismail, Seah Siok Peh, Nur Ain Farhana Kariuddin, Adibah Abu Bakar


This research was conducted to analyze the needs of the Interactive Science Literacy Model based on Chinese children's folktales using dialog reading techniques among preschool students. This study uses a design and development research (DDR) approach. The data analysis technique used in this study is qualitative and quantitative data analysis. The research respondents for phase one were qualitative, consisting of 9 teachers from Chinese preschool and data for quantitative consisting 89 teachers from Chinese preschool. This study uses document analysis instruments, interview protocols and questionnaire. The research objective for this study is to analyze the needs of an Interactive Model of Science Literacy based on Chinese children's folktales using dialogic reading techniques among Chinese preschool students. Atlas. t.i version 4.1 software is used for analyzing interview transcriptions, developing themes, categories and subcategories and SPSS version 22 software is used for analyzing questionnaire. The researcher has analyzed content validity and reliability on the interview protocol instrument and questionnaire using Cohen's kappa index. For questionnaire, two of the three experts showed a kappa value of 1.0 and it shows a very good interpretation. An expert has given a kappa value of 0.96 and the interpretation is also very good. Next, for interview protocol, the kappa value after being assessed by experts are two of the three experts showed a kappa value of 1.0 and it also shows a very good interpretation. The results of need analysis show that Chinese preschool teachers give a positive response and really need a Science Literacy model to help and support them in teaching. One of recommendations for the development of the model when teachers and students will switch roles while reading using this dialogic reading technique so that children can learn to be storytellers with the assistance of adults who act as active listeners and questioners.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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