Norambuena-Meléndez, Mariela;
Guerrero, Gonzalo R;
González-Weil, Corina;
(2023)
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile.
Cultural Studies of Science Education
10.1007/s11422-023-10190-3.
(In press).
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Abstract
Scientific literacy is still being identified and recognised as one of the main goals of science education. However, this concept has multiple interpretations and its definition changes continuously depending on its social, cultural, and political contexts. In this paper, scientific literacy is conceptualised through visions I, II and III. The first one is focused on the content and scientific processes for its subsequent application; the second, with a focus on understanding the usefulness of scientific knowledge in life and society; and the third one seeks to move towards a politicised scientific education to dialogic emancipation, attending social and eco-justice dimensions. The latter is also called critical scientific literacy. The research aimed at analysing how scientific literacy and these three visions are expressed in school curricula of Bolivia and Chile. Using a qualitative approach and thematic analysis, it is established that the Bolivian curriculum presents mainly a critical scientific literacy approach and the Chilean science curriculum presents mainly a vision II of scientific literacy. Findings of contrasting both school curricula show science education as non-neutral and profoundly political field, and therefore, we can see relevant opportunities for transformation and emancipation, understanding science curriculum as a social practice.
| Type: | Article |
|---|---|
| Title: | What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11422-023-10190-3 |
| Publisher version: | https://doi.org/10.1007/s11422-023-10190-3 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Scientifc literacy · Science curriculum · Thematic analysis |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10174902 |
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