Science for citizenship: advances to face the challenges of training scientifically literate citizens in Chile
DOI:
https://doi.org/10.18800/educacion.202302.A001Keywords:
Scientific literacy, Science for citizenship, Science educationAbstract
In 2020, the subject Science for Citizenship was included in the Chilean school curriculum in response to the global challenges to move towards scientific literacy to encourage citizens to participate in decision making for their personal lives or in their participation socially. The objective of the research was to understand the contributions of the subject Science for Citizenship to the Chilean school curriculum to advance toward scientific literacy.
This article presents a descriptive analysis of the Chilean educational policy documents, based on the review of the purposes, approaches, modules, and learning objectives of the Science for Citizenship subject. The findings show that the curriculum promotes the acquisition, use, critical analysis, creation, and communication of information that addresses science and technology.
Downloads
References
Acevedo, J. (2017). Reflexiones sobre las finalidades de la enseñanza de las ciencias: educación científica para la ciudadanía. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 1(1), 3-16. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2004.v1.i1.01
Aikenhead, G. (2007). Expanding the research agenda for scientific literacy.In C. Linder et al.(eds.). Promoting scientific literacy: Science education research in transaction, 64. Geotryckeriet.
Barbosa, R., Jófili, Z., & Watts, M. (2004). Cooperating in constructing knowledge: case studies from chemistry and citizenship. International Journal of Science Education, 26(8), 935-949. https://doi.org/10.1080/0950069032000138842
Barelli, E., Branchetti, L., Tasquier, G., Albertazzi, L., & Levrini, O. (2018). Science of complex systems and citizenship skills: A pilot study with adult citizens. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1533-1545. https://doi.org/10.29333/ejmste/84841
Bencze, L., & Sperling, E. (2012). Student-teachers as advocates for student-led research-informed socioscientific activism. Canadian Journal of Science, Mathematics & Technology Education, 12(1), 62-85. https://doi.org/10.1080/14926156.2012.649054
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001
Blanco, A. (2004). Relaciones entre la educación científica y la divulgación de la ciencia. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 1(2), 70-86. https://revistas.uca.es/index.php/eureka/article/view/3959/3537
Blanco-López, A., España-Ramos, E., González-García, F., & Franco-Mariscal, A. (2015). Key Aspects of Scientific Competence for Citizenship: A Delphi Study of the Expert Community in Spain. Journal of Research in Science Teaching, 52(2), 164–198. https://doi.org/10.1002/tea.21188
Cohen, L., Manion, L., & Morrison, K. (1972). 2011. Research methods in education. Routledge. https://doi.org/10.4324/9780203720967
COSCE. (2011). Informe ENCIENDE: Enseñanza de las Ciencias en la Didáctica Escolar para edades tempranas en España. Rubes Editorial. https://www.cosce.org/pdf/Informe_ENCIENDE.pdf
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE open, 4(1), https://doi.org/10.1177/2158244014522633
España-Ramos, E., & Reis, P. (2017). El proyecto We Act como marco para formar ciudadanos competentes a través del activismo colectivo basado en la investigación. Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas, Extra, 657-661. https://www.raco.cat/index.php/Ensenanza/article/view/334739/425542
Fourez, G. (2005). Alfabetización científica y tecnológica: acerca de las finalidades de la enseñanza de las ciencias. Ediciones Colihue SRL.
García-Carmona, A., & Acevedo-Díaz, J. (2018). The nature of scientific practice and science education. Science & Education, 27(5-6), 435-455. https://link.springer.com/article/10.1007/s11191-018-9984-9
Glaze, A. (2018). Teaching and learning science in the 21st century: Challenging critical assumptions in post-secondary science. Education Sciences, 8(1), 12. https://doi.org/10.3390/educsci8010012
González, C., Martínez, M., Martínez, C., Cuevas, K., & Muñoz, L. (2009). La educación científica como apoyo a la movilidad social: desafíos en torno al rol del profesor secundario en la implementación de la indagación científica como enfoque pedagógico. Estudios Pedagógicos, 35(1), 63-78. https://doi.org/10.4067/S0718-07052009000100004
Jenkins, E. (1992). School science education: Towards a reconstruction. Journal of Curriculum Studies, 24(3), 229-246. https://doi.org/10.1080/0022027920240302
Lee, S., & Roth, W. (2003). Science and the “good citizen”: Community-based scientific literacy. Science, Technology, & Human Values, 28(3), 403-424. https://doi.org/10.1177/0162243903028003003
Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2022.2067365
Martín, M. (2002). Enseñanza de las ciencias ¿Para qué? REEC: Revista Electrónica de Enseñanza de las Ciencias, 1(2), 1.
http://reec.uvigo.es/volumenes/volumen1/REEC_1_2_1.pdf
Ministerio de Educación de Chile. (2019). Bases Curriculares 3° y 4° medio. Unidad de Curriculum y Evaluación. https://www.curriculumnacional.cl/614/articles-91414_bases.pdf
Monereo, C., & Pozo, J. (2001). ¿En qué siglo vive la escuela? El reto de la nueva cultura educativa. Cuadernos de Pedagogía, 298, 50-55. https://www.researchgate.net/publication/285427977_En_que_siglo_vive_la_escuela
Norris, S., & Phillips, L. (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
O’Brien, C. (2016). Education for sustainable happiness and well-being. Routledge.
Olmedo, J. (2011). Educación y Divulgación de la Ciencia: Tendiendo puentes hacia la alfabetización científica. Revista Eureka sobre enseñanza y divulgación de las ciencias, 8(2), 137-148.
https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2011.v8.i2.01
Özden, M. (2020). Science Education for Citizenship: A Case Study. Anadolu Journal of Educational Sciences International, 10(1), 150-188.
https://doi.org/10.18039/ajesi.682020
Roberts, D. (2007). Scientific Literacy/science literacy. En Abell, S., & Lederman, N. (Eds.), Handbook of research on Science Education (pp. 729–780). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203097267
Rodriguez, A. J., Mark, S., & Nazar, C. R. (2022). Gazing inward in support of critical scientific literacy. Journal of Science Teacher Education, 33(2), 125-130. https://doi.org/10.1080/1046560X.2021.2009973
Roth, W., & Dêsautels, J. (2004). Educating for citizenship: Reappraising the role of science education. Canadian Journal of Science, Mathematics and Technology Education, 4(2), 149-168. https://doi.org/10.1080/14926150409556603
Sadler, T., & Zeidler, D. (2009). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(8), 909-921. https://doi.org/10.1002/tea.20327
Selcuk, Z., Palanci, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the researches published in education and science journal: Content analysis. Egitim Ve Bilim, 39(173).
https://www.proquest.com/docview/1521719129?pq-origsite=gscholar&fromopenview=true
Sequeiros, L. (2015). Alfabetización científica y Educación para la ciudadanía: la ciencia, un arma cargada de futuro. Micro espacios de investigación, 1, 69-93. microespaciosinvestigacion.files.wordpress.com/2016/02/sequeiros-1-2015-pub1.pdf
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. Cognition, metacognition, and culture in STEM education. (pp. 65-88). Springer. https://doi.org/10.1007/978-3-319-66659-4_16
Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about science participation and emancipation. Science & Education, 30(3), 557-587. https://doi.org/10.1007/s11191-021-00205-2
Vilches, A., Solbes, J., & Gil, D. (2004). ¿Alfabetización científica para todos contra ciencia para futuros científicos? Alambique, 41, 89-98.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Educacion
This work is licensed under a Creative Commons Attribution 4.0 International License.
