Abstract
Fostering scientific literacy (SL) is gaining global prominence and is being implemented across all educational levels. However, limited empirical research exists on its implementation in primary school science education. This study explores the implementation of a large-scale school education reform at the micro level of primary school classrooms, focusing on the extent to which day-to-day teaching practices support larger reform aims. Data were derived from public schools in Kazakhstan, which has committed to reforming its school system by introducing a new curriculum. Classroom observations and semi-structured interviews were used to shed light on the current reform situation in state schools, specifically teaching practices. The findings suggest that teachers are superficially implementing innovative teaching methods to meet external reform expectations. Through evidence from observed classroom practices, this study can assist teacher educators in reflecting on their practice, thereby providing an additional perspective on teaching science. The results also highlight the role of professional development in teaching scientific literacy in addition to reading and mathematical literacy.