Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century

Alfabetización científica: el marco conceptual que prevalece en la primera década del siglo XXI

Literacia científica: enquadramento conceptual que prevalece na primeira década do século XXI.

Publicado
2021-01-01

El término alfabetización científica surge como consecuencia de la necesidad de la comunidad científica de ver validada, por parte de la población, la producción científica y tecnológica. El constructo Alfabetización científica fue objeto de varias actualizaciones conceptuales a lo largo de los años como resultado de los cambios científicos, tecnológicos y sociales de la sociedad contemporánea. En esta investigación se realiza una revisión sistemática en la cual se analiza la evolución
de la alfabetización científica en la primera década de este siglo. Buscamos evaluar la evolución del constructo Alfabetización científica durante la primera década del siglo XXI, a través de una investigación cualitativa, realizando un estudio bibliográfico. Para la operacionalización de este análisis, se definieron diferentes dimensiones de la alfabetización científica. Los resultados indican que es un constructo de naturaleza deíctica, que conforma su contenido a los entornos social, político, cultural y científico en que se inserta. La conclusión es que toda esta matriz conceptual sugiere un cambio en la forma relativamente pasiva como se aprecia la ciencia y como esta funciona en la sociedad hacia un compromiso de implicación personal con la ciencia y hacia la valoración de la utilidad del conocimiento científico a lo largo de la vida.

Palabras clave: scientific literacy, bibliographic study , science and society, qualitative research, social environment (en)
alfabetización científica, estudio bibliográfico, ciencia y sociedad, investigación cualitativa, entorno social (es)
literacia científica, revisão da literatura, ciência e sociedade, investigação qualitativa, enquadramento social (pt)
António Costa, Universidade da Beira Interior

António Costa, José Miguel Salgado, Maria Eduarda Ferreira (2018). “Homework's in Primary School: The Case of the Curricular Area of "Environment Study". Universal Journal of Educational Research, 6 , 1723 - 1728. doi: 10.13189/ujer.2018.060813

Costa, A., Roque, M.E., Reis, C., Salgado, M., (2014). 1st Cycle of Basic Education Teachers and their Engagement in Science and Technology. Asian Journal of Education and E-Learning, 3, (2), 190-203.

Costa, A., Salgado, J.M. & Ferreira, M.E. (2017) “Homework's in Primary School Teaching: An Evidence-Based Study in the Curricular Area of “Environmental Study””, 4thICLEL- International Conference on Lifelong Education and Leadership for All, (Instituto Politécnico do Porto, setembro 2017)

Costa, A., Loureiro. M., Ferreira, M.E., (2017) Scientific Literacy at the Beginning of 21st century. In Proceedings 9th International Conference on Education and New Learning Technologies, Barcelona, Spain. 3-5 july 2017 (pp-1708-1717).

Manuel Loureiro, University of Beira Interior
Doctorado / PhD in Psychology University of Salamanca (Spain);
University of Beira Interior, Integrated Member in the Research Center in Sports Sciences, Health Sciences  and Human Development (CIDESD)
 
Maria Eduarda Ferreira

Eduarda Ferreira received her PhD in Biology at the University of Aveiro, Portugal.  Received her aggregation in Science Education at the University of Beira Interior, Portugal. She is Professor in Education at the Science Education of Superior School of Education, Communication and Sports (ESECD) of Polytechnic of Guarda. His research interests include issues related to didactic of experimental science, health education and environmental education. She has published research papers at national and international peer-reviewed journals and conference proceedings.

Ferreira, M. E., André, A. C. & Pitarma, R. (2019). Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers. Sustainability, 11 (2668) pp. 1-22.

Ferreira M.E., Crisóstomo J. & Pitarma R. (2019) Promoting Pro-environmental Practices About Trees in Children Using Infrared Thermography Technology. In: Rocha Á., Serrhini M. (eds) Information Systems and Technologies to Support Learning. EMENA-ISTL 2018. Smart Innovation, Systems and Technologies, vol 111, pp. 154–163. Springer, Cham. ISBN: 978-3-030-03576-1, Online ISBN 978-3-030-03577-8. 

Ferreira, E. R. & Dias. (2018) Uma experiência na formação de futuros professores

primários: aprender sobre ambiente através do ensino das ciências. Revista Electrónica De Investigación En Educación En Ciencias, 2: 29-46.

Tracana, R. Lopes, A. Farinha, A. & Ferreira, M.E. (2018) À descoberta de recursos naturais: Uma atividade outdoor. Terrae Didat.,14,n.3, 477-486.

António Costa, José Miguel Salgado, Maria Eduarda Ferreira(2018). Homework's inPrimary School: The Case of the Curricular Area of "Environment Study". UniversalJournal of Educational Research, 6, 1723 - 1728.

Pitarma, R., Crisóstomo, J. & Ferreira, M.E.(2018). Learning about trees in primary education: potentiality of irt technology in science teaching. Proceedings of EDULEARN18 Conference, pp. 208-213, 2nd-4th July 2018, Palma, Mallorca, Spain. ISBN: 978-84-09-02709-50208; DOI: 10.21125/edulearn.2018.0109

Ferreira M.E., Crisóstomo J. & Pitarma R. (2018) Promoting Pro-environmental Practices About Trees in Children Using Infrared Thermography Technology. In: Proceedings of the 2nd International Conference Europe Middle East & North Africa Information Systems and Technologies to support Learning(EMENA-ISTL 2018), 25 to 27 October 2018 Fez, Morocco. ISBN: 978-3-030-03576-1, Online ISBN 978-3-030-03577-8. https://doi.org/10.1007/978-3-030-03577-8_18

Crisóstomo, J., Pereira, C., Roque, E.& Pitarma, R., Advanced technologies in the teaching of natural sciences: influence of vegetation on the ecosystem’s temperature using infrared thermography. In: Proceedings of the 11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12 – 14 November, 2018ISBN: 978-84-09-05948-5

Maria Eduarda Ferreira & Rui Pitarma (December 20th 2017). Outdoor Learning Activities as Facilitators in the Construction of Environmental Citizenship, Advanced Learning and Teaching Environments, Núria Llevot-Calvet and Olga Bernad Cavero, IntechOpen, DOI: 10.5772/intechopen.70248. Available from: https://www.intechopen.com/books/advanced-learning-and-teaching-environments-innovation-contents-and-methods/outdoor-learning-activities-as-facilitators-in-the-construction-of-environmental-citizenship

Akerson, V. L., Buzzelli, C. A., Donnelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science

Teaching, 47(2), 213–233. https://doi.org/10.1002/tea.20323

Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661–686. https://doi.org/10.1002/tea.20359

Baker, D. R., Lewis, E. B., Purzer, S., Watts, N. B., Perkins, G., Uysal, S., Wong, S., Beard, R. & Lang, M. (2009). The Communication in Science Inquiry Project (cisip): A project to enhance scientific literacy through the creation of science classroom discourse communities. International Journal of Environmental & Science Education, 4(3), 259–274.

Bauer, M. W., Gaskell, G., Durant, J., Midden, C., Liakopoulous, M., & Scholten, L. (2003). Two cultures of public understanding of science and

technology in Europe. In M. Dierkes & C. von Grote (Eds.), Between Understanding and Trust: The Public, Science and Technology (pp. 61–74).

Taylor & Francis Group.

Boujaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education, 24(2), 139–156. https://doi.org/10.1080/09500690110066494

Bybee, R. (1997). Achieving Scientific Literacy: From Purposes to Practices

Bybee, R., & McCrae, B. (2011). Scientific Literacy and Student Attitudes:

Perspectives from pisa 2006 science. International Journal of Science

Education, 33(1), 7–26. https://doi.org/10.1080/09500693.2010.51

Bybee, R., McCrae, B., & Laurie, R. (2009). pisa 2006: An assessment of scientific literacy. Journal of Research in Science Teaching, 46(8),

–883. https://doi.org/10.1002/tea.20333

Caraça, J. (2001). Ciência. Quimera. Choi, K., Lee, H., Shin, N., Kim, S.W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697. https://doi.org/10.1002/tea.20424

Christensen, C. (2009). Risk and school science education. Studies in Science Education, 45(2), 205–223. https://doi.org/10.1080/03057260903142293

Dani, D. (2009). Scientific literacy and purposes for teaching science: A case study of Lebanese private school teachers. International Journal of Environmental & Science Education, 4(3), 289–299. http://www.ijese.com/IJESE_v4n3_Special_Issue_Dani.pdf

Darling-Hammond, L. (2000). How Teacher Education Matters. Journal of Teacher Education, 51(3), 166–173. https://doi.org/10.1177/0022487100051003002

Davies, S., McCallie, E., Simonsson, E., Lehr, J. L., & Duensing, S. (2008). Discussing dialogue: Perspectives on the value of science dialogue

events that do not inform policy. Public Understanding of Science, 18(3), 338–353. https://doi.org/10.1177/0963662507079760

Deboer, G. E. (1991). A History of Ideas in Science Education: Implications

for Practice. Teachers College Press.

Deboer, G. E. (2000). Scientific Literacy : Another Look at Its Historical and Contemporary Meanings and Its Relationship to Science Education Reform. Journal of Research in Science Teaching, 37(6), 582–601.

Dijk, E. M., van. (2011). Portraying real science in science communication. Science Education, 95(6), 1086–1100. https://doi.org/10.1002/sce.20458

Dijk, E. M., van & Kattmann, U. (2007). A research model for the study of science teachers’ pck and improving teacher education. Teaching and Teacher Education, 23(6), 885–897. https://doi.org/10.1016/j.tate.2006.05.002

Dillon, J. (2009). On scientific literacy and curriculum reform. International Journal of Environmental and Science Education, 4(3), 201–213. http://www.ijese.com/ijese_Volume4_Issue3_July_2009.pdf#page=11

Dupré, J. A. (1993). The disorder of things: Metaphysical foundations of the disunity of science. Harvard University Press.

Eijck, M., van & Roth, W. M. (2010). Theorizing scientific literacy in the wild. Educational Research Review, 5(2), 184–194. https://doi.org/10.1016/j.edurev.2010.03.002.

Einsiedel, E. (2007). Editorial: Of publics and science. Public Understanding of Science, 16(1), 5–6. https://doi.org/10.1177/0963662506071289

Fensham, P. J. (2009). Real world contexts in pisa science: Implications for context-based science education. Journal of Research in Science

Teaching, 46(8), 884–896. https://doi.org/10.1002/tea.20334

Ford, D. J. (2006). Representations of science within children’s trade books. Journal of Research in Science Teaching, 43(2), 214–235.

https://doi.org/10.1002/tea.20095

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H.(2009). School Engagement: Potential of the Concept, State of the Evidence, Review of Educational Research, 74(1), 59–109.

Gyllenpalm, J., Wickman, P., & Holmgren, S. (2010). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International

Journal of Science Education, 32(9), 1151–1172. https://doi.org/10.1080/09500690902977457

Hand, B., Yore, L. D., Jagger, S., & Prain, V. (2010). Connecting research in science literacy and classroom practice: A review of science

teaching journals in Australia, the uk and the United States, 1998–2008. Studies in Science Education, 46(1), 45–68. https://doi.org/10.1080/03057260903562342

Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal Issues and Their Importance for Contemporary Science Education—A Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the usa.

International Journal of Science and Mathematics Education, 9(6), 1459–1483. https://doi.org/10.1007/s10763-010-9273-9

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362. https://doi.org/10.1080/09500690601007549

Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.

Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407–416. https://doi.org/10.1002/(sici)1098-

x(199806)82:3<407::aid-sce6>3.0.co;2-g.

Irwin, A., & Michael, M. (2003). Science, Social Theory and Public Knowledge. Open University Press.

Jenkins, E. W. (2002) Linking school science education with action. In W.-M. Roth and J. Désautels (Eds.), Science Education as/for Sociopolitical Action (pp. 17–34). Peter Lang.

Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022

Kerr, A., Cunningham-Burley, S., & Tutton, R. (2007). Shifting subject positions: Experts and lay people in public dialogue. Social Studies of Science, 37(3), 385–411. https://doi.org/10.1177/03063127060

Kim, M., & Roth, W.-M. (2008). Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms.

Asia Pacific Education Review, 9(4), 516–528. https://doi.org/10.1007/bf03025667

Klein, P. D., & Kirkpatrick, L. C. (2010). Multimodal literacies in science: Currency, coherence and focus. Research in Science Education, 40(1), 87–92. https://doi.org/10.1007/s11165-009-9159-4

Klop, T., Severiens, S. E., Knippels, M. P. J., van Mil, M. H. W., & Ten Dam, G. T. M. (2010). Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students. International Journal of Science Education, 32(9), 1127–1150. https://doi.org/10.1080/09500690902943665

Laudan, L. (1996). The demise of the demarcation problem. In M. Ruse (Ed.), But is it science? The philosophical question in the creation/evolution controversy (pp. 337-350). Prometheus Books.

Laugksch, R. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94.

Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69–119.

https://doi.org/10.1080/03057260903562433

Levitt, K. E. (2002). An Analysis of Elementary Teachers’ Beliefs Regarding the Teaching and Learning of Science. Science Education, 86(1), 1–22.

https://doi.org/10.1002/sce.1042

Liu, O. L., Lee, H. S., & Linn, M. C. (2010). An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. Journal of Research in Science Teaching, 47(7), 807–819. https://doi.org/10.1002/tea.20372

Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education, 4(3), 301–311.

http://www.ijese.com/ijese_v4n3_Special_Issue_Lui.pdf

Marks, R., & Eilks, I. (2009). Promoting scientific literacy using a sociocritical and problem-oriented approach to chemistry teaching: Concept, examples, experiences. International Journal of Environmental and Science Education, 4(3), 231–245.

McDonald, S., & Songer, N. B. (2008). Enacting classroom inquiry: Theorizing teachers’ conceptions of science teaching. Science Education,

(6), 973–993. https://doi.org/10.1002/sce.20293

Michael, M. (2002). Comprehension, Apprehension, Prehension: Heterogeneity and the Public Understanding of Science. Science, Technology & Human Values, 27(3), 357–378. https://doi.org/10.1177/016224390202700302

Miller, J. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203–223. https://doi.org/10.1088/0963-6625/7/3/001

Miller, J. (2004). Public understanding of, and attitudes toward, scientific research: What we know and what we need to know. Public Understanding of Science, 13(3), 273–294. https://doi.org/10.1177/0963662504044908.

Miller, J., & Pardo, R. (2003). Civic scientific literacy and attitude to science and technology: A comparative analysis of the European Union, the

United States, Japan, and Canada. In M. Dierkes & C. von Grote (Eds.), Between Understanding and Trust. The Public, Science, and Technology (pp. 81–130). Taylor & Francis Group.

Murcia, K. (2009). Re-thinking the development of scientific literacy through a rope metaphor. Research in Science Education, 39(2), 215–229. https://doi.org/10.1007/s11165-008-9081-1

Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240. https://doi.org/10.1002/sce.10066

Osborne, J. (2007). Science Education for the Twenty First Century, Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173–184.

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199

Osborne, J., Dillon, J. (2008). Science education in Europe: Critical reflections. The Nuffield Foundation.

Pedretti, E., & Nazir, J. (2011). Currents in stse education: Mapping a complex field, 40 years on. Science Education, 95(4), 601–626. https://doi.org/10.1002/sce.20435

Plakitsi, K. (2010). Collective curriculum design as tool for rethinking scientific literacy. Cultural Studies of Science Education, 5(3), 577–590.

https://doi.org/10.1007/s11422-010-9288-0

Roth, W. (2007). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 39(4), 377–398. https://doi.org/10.1080/00220270601032025

Roth, W., & Lee, S. (2001). Rethinking scientific literacy: From science education as propaedeutic to participation in the community. https://files.eric.ed.gov/fulltext/ED478153.pdf

Roth, W., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–291. https://doi.org/10.1002/sce.10113

Roth, W., Lee, Y., & Hsu, P. (2009). A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science

education. Studies in Science Education, 45(2), 131–167. https://doi.org/10.1080/03057260903142269

Rowan, B., Correnti, R., & Miller, R. J. (2002). What Large-Scale, Survey Research Tells Us About Teacher Effects On Student Achievement: Insights

from the Prospects Study of Elementary Schools. CPRE Research Reports. https://repository.upenn.edu/cpre_researchreports/31

Rudolph, J. L. (2005). Inquiry, instrumentalism, and the public understanding of science. Science Education, 89(5), 803–821. https://doi.org/10.1002/sce.20071

Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives

and strategies. Journal of Research in Science Teaching, 43(4), 353– 376. https://doi.org/10.1002/tea.20142

Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science

Teaching, 42(1), 112–138. https://doi.org/10.1002/tea.20042

Schroeder, M., Mckeough, A., Graham, S., Stock, H., & Bisanz, G. (2009). The contribution of trade books to early science literacy: In and out of school. Research in Science Education, 39(2), 231–250. https://doi.org/10.1007/s11165-008-9082-0

Songer, N. B., Lee, H. S., & McDonald, S. (2003). Research Towards an Expanded Understanding of Inquiry Science Beyond One Idealized Standard. Science Education, 87(4), 490–516. https://doi.org/10.1002/sce.10085

Sülün, Y., Yurttas, G. D., & Ekiz, S. O. (2009). Determination of science literacy levels of the classroom teachers (A case of Muǧla city in Turkey). Procedia-Social and Behavioral Sciences, 1(1), 723–730.

https://doi.org/10.1016/j.sbspro.2009.01.127

Symington, D., & Tytler, R. (2004). Community leaders’ views of the purposes of science in the compulsory years of schooling. International

Journal of Science Education, 26(11), 1403–1418. https://doi.org/10.1080/09500690410001673793

United Nations Educational, Scientific and Cultural Organization-Unesco. (2014). Adult and Youth Literacy. Institute for Statistics, (32), 1–4.

http://www.uis.unesco.org/data/atlas-literacy/en

Wei, B. (2009). In search of meaningful integration: The experiences of developing integrated science curricula in junior secondary schools in China. International Journal of Science Education, 31(2), 259–277. https://doi.org/10.1080/09500690701687430

Witz, K. G., & Lee, H. (2009). Science as an ideal: teachers’ orientations to science and science education reform. Journal of Curriculum Studies,

(3), 409–431. https://doi.org/10.1080/00220270802165640

Wolfensberger, B., Piniel, J., Canella, C., & Kyburz-Graber, R. (2010). The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education, 26(3), 714–721. https://doi.org/10.1016/j.tate.2009.10.007

Yore, L. D., Gay, L., Hand, B. M., & State, I. (2003). Examining the literacy component of science literacy: 25 years of language arts and science

research. International Journal of Science Education, 25(6), 689–725.

https://doi.org/10.1080/0950069032000076661

Yore, L. D., Pimm, D., & Tuan, H.-L. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5(4), 559–589. https://doi.org/10.1007/s10763-007-9089-4

Yuenyong, C., & Narjaikaew, P. (2009). Scientific literacy and Thailand science education. International Journal of Environmental and Science

Education, 4(3), 335–349.

Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond sts: A research-based framework for socioscientific issues education.

Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048

APA

Costa, A., Loureiro, M., & Ferreira, M. E. (2021). Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación, 1(81). https://doi.org/10.17227/rce.num81-10293

ACM

[1]
Costa, A., Loureiro, M. y Ferreira, M.E. 2021. Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación. 1, 81 (ene. 2021). DOI:https://doi.org/10.17227/rce.num81-10293.

ACS

(1)
Costa, A.; Loureiro, M.; Ferreira, M. E. Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Rev. Colomb. Educ. 2021, 1.

ABNT

COSTA, A.; LOUREIRO, M.; FERREIRA, M. E. Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación, [S. l.], v. 1, n. 81, 2021. DOI: 10.17227/rce.num81-10293. Disponível em: https://revistas.pedagogica.edu.co/index.php/RCE/article/view/10293. Acesso em: 22 abr. 2021.

Chicago

Costa, António, Manuel Loureiro, y Maria Eduarda Ferreira. 2021. «Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century». Revista Colombiana de Educación 1 (81). https://doi.org/10.17227/rce.num81-10293.

Harvard

Costa, A., Loureiro, M. y Ferreira, M. E. (2021) «Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century», Revista Colombiana de Educación, 1(81). doi: 10.17227/rce.num81-10293.

IEEE

[1]
A. Costa, M. Loureiro, y M. E. Ferreira, «Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century», Rev. Colomb. Educ., vol. 1, n.º 81, ene. 2021.

MLA

Costa, A., M. Loureiro, y M. E. Ferreira. «Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century». Revista Colombiana de Educación, vol. 1, n.º 81, enero de 2021, doi:10.17227/rce.num81-10293.

Turabian

Costa, António, Manuel Loureiro, y Maria Eduarda Ferreira. «Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century». Revista Colombiana de Educación 1, no. 81 (enero 1, 2021). Accedido abril 22, 2021. https://revistas.pedagogica.edu.co/index.php/RCE/article/view/10293.

Vancouver

1.
Costa A, Loureiro M, Ferreira ME. Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Rev. Colomb. Educ. [Internet]. 1 de enero de 2021 [citado 22 de abril de 2021];1(81). Disponible en: https://revistas.pedagogica.edu.co/index.php/RCE/article/view/10293

Descargar cita

Citaciones

Crossref Cited-by logo
0

Métricas PlumX

Visitas

171

Descargas

Los datos de descargas todavía no están disponibles.

Métricas PlumX