Scientific literacy: a key part of school contexts

• Autores: Colonia Cerna, Stefanny, Fuster Guillén, Doris, Sánchez Castro, Angélica, Maldonado Leyva, Hugo Wálter, Cabezas Ramírez, Teodoro Víctor
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad Tecnológica del Perú
• Repositorio: UTP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.utp.edu.pe:20.500.12867/4341
• Enlace del recurso: https://hdl.handle.net/20.500.12867/4341; https://doi.org/10.20952/revtee.v14i33.15611
• Nivel de acceso: acceso abierto
• Materia: Methodological strategies; Natural sciences; Scientific literacy; Alfabetización científica; Ciencias naturales; Estrategias metodológicas; Ciências naturais; Estratégias metodológicas; Literacia científica; https://concytec-pe.github.io/vocabularios/ocde_ford.html#5.03.01

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 twoconclusions: 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.