Open AccessScientific literacy: a key part of school contexts
Author(s) -
Stefanny Colonia Cerna,
Doris Fuster Guillén,
Angélica Sánchez Castro,
Hugo Wálter Maldonado Leyva,
Teodoro Víctor Cabezas Ramírez
Publication year - 2021
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v14i33.15611
Subject(s) - scientific literacy , literacy , information literacy , computer science , scientific discovery , key (lock) , test (biology) , sociology of scientific knowledge , scientific literature , mathematics education , engineering ethics , data science , sociology , psychology , pedagogy , world wide web , science education , social science , engineering , cognitive science , paleontology , computer security , biology
The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach two conclusions: 1) it is essential to develop the four dimensions of scientific literacy, because, in this way, scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies by those that are part of the so-called active methodology such as discovery learning, research-based learning and project-based learning.