Literacia científica: leitura e produção de textos científicos

Morais, José; Kolinsky, Régine

doi:10.1590/0104-4060.48025

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…As we aim at connecting science learning to literacy processes (e.g., Morais & Kolinsky, 2016; Norris & Phillips, 2003), we draw on pedagogical aspects pertaining to learning through reading. We chose the framework outlined by the Reading for Understanding (RAND) Reading Study Group (Snow, 2002) for several reasons.…”

Section: A Theoretical Review On Narrating Science For Learningmentioning

confidence: 99%

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

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Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article, we offer a theoretical review drawing on three frameworks, namely on pedagogical aspects of text learning, linguistic features of texts, and cognitive aspects of text comprehension. Based on that, we analyzed two complementary questions. First, we reviewed 36 studies to ask if science narrative texts can benefit learning and memory outcomes at different educational levels (i.e., the “If” question). We found encouraging evidence for the use of science narrative texts at various educational levels, especially in delayed assessments and longer‐lasting interventions. Second, we gathered and linked ideas, hints, and evidence on how the process of learning with science narrative texts takes place, namely on conditions and underlying processes (i.e., the “How” question). There are many features from conditions (texts, learners, activities, wider context) and underlying processes (integration with prior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in outcomes; yet, ideas and evidence are not always tightly connected. We suggest that education and research should focus on specific narrative effects, that specify with what (texts), with whom (learners), when and where (activities and wider context) these effects occur, as well as “why” (underlying processes). We believe the proposed framing can help both make sense of previous evidence and inform future educational practices and research and provide some recommendations in this regard.

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Section: A Theoretical Review On Narrating Science For Learningmentioning

confidence: 99%

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

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“…In addition, Morais and Kolinsky (2016) warn about the relevance of scientific awarenesswhich is not an innate thing but developed throughout schooling -as a tool that helps organize the world into specific conceptual categories. Thus, it enables the individual to build knowledge that is concretely grounded, helping to weave a more comprehensive worldview, in psychological growth and acquisition of new skills, as well as in solving tasks that require this format of rationality.…”

Section: Scientific Literacy: Concept and Historical Aspects Based On...mentioning

confidence: 99%

Assessment of scientific literacy levels of IPB students

Lopes

Gonçalves

2021

Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education

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The higher education institutions use scientific and multidisciplinary electronic publication with an anonymous review process and free access to spread technical and scientific knowledge. The Instituto Politécnico de Bragança (IPB) has two electronic journals with the aim of provoking, in young people, the search for wisdom, scientific spirit, respect for authorship and boosting reading and writing skills. This paper presents an exploratory research that evaluated the student's production and publication from IPB by applying a questionary about scientific literacy in the first semester of the 2020/2021 academic year. Participated 102 individuals, majority women, with Portuguese nationality, undergraduate students from Higher School of Education of IPB. The analysis revealed that 71 (69,6%) students have difficulties linked to reading and comprehension skills, just as 82 (80,4%) with scientific writing. That aspect may concern a shortage that debate characteristics of scientific reading, interpretation, and publication. Also, 85 (83.3%) students had not yet published any article, which may require scientific literacy for a better understanding of the scientific method. However, it was possible to note several other types of production developed within the scope of school activities, which may come to stimulate scientific literacy.

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“…Devido à sua natureza intrinsecamente interdisciplinar, é comum que o professor de Ciências e/ou Biologia, assuma o papel de divulgador científico e seja um dos responsáveis pelo letramento científico, juntamente com os estudantes.Salienta-se que a licenciatura em Ciências Biológicas é a única reconhecida pelo Ministério da Educação e Cultura (MEC) a habilitar o profissional a lecionar na disciplina Ciências, no Ensino Fundamental, evidenciando o caráter descrito acima. O letramento científico tem origem na literacia científica, que empresta o termo em inglês literacy, do século XIX, podendo ser traduzido como alfabetização(Morais & Kolinsky, 2016). No Brasil, letramento científico pode ser substituído por alfabetização científica ou literacia científica, sendo este último incomum no país, mas tendo seu correlato bastante difundido na língua inglesa.Mas o que viria a ser letramento científico?…”

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“…O Centro de Gestão e Estudos Estratégicos (CGEE) indica que a resposta para o questionamento é negativa, com baixo investimento na área e pouca consideração para com o desenvolvimento científico nacional e sua relação com a educação.É no campo educacional que se concentram muitos dos esforços para aumentar o conhecimento acerca do letramento científico, com extensos investimentos voltados para a educação formal nos países desenvolvidos, destacadamente os Estados Unidos da América-EUA. Desde a década de 1950, em plena guerra fria, os EUA financiam projetos de iniciação científica na educação básica, bem como expande a divulgação científica em diversas fontes, especialmente em museus de ciência(Morais & Kolinsky, 2016). do letramento científico.…”

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