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.
DOI: https://doi.org/10.17227/rce.num81-10293
Publicado
2020-12-11

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

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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.

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APA

Costa, A., Loureiro, M., & Ferreira, M. E. (2020). 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. 2020. Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación. 1, 81 (dic. 2020). 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. 2020, 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, 2020. DOI: 10.17227/rce.num81-10293. Disponível em: https://revistas.pedagogica.edu.co/index.php/RCE/article/view/10293. Acesso em: 19 ene. 2021.

Chicago

Costa, António, Manuel Loureiro, y Maria Eduarda Ferreira. 2020. «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. (2020) «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, dic. 2020.

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, diciembre de 2020, 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 (diciembre 11, 2020). Accedido enero 19, 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]. 11 de diciembre de 2020 [citado 19 de enero de 2021];1(81). Disponible en: https://revistas.pedagogica.edu.co/index.php/RCE/article/view/10293

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