Gean Carlos de Souza Albuquerque, Silvia Zamberlan Costa Beber, Rosana Franzen Leite

Scientific Literacy in Formal and Non-Formal Contexts: Convergences and Conceptual Expansions

Introduction

Scientific literacy in formal and non-formal contexts: convergences and conceptual expansions. This essay explores scientific literacy's conceptual expansion across formal and non-formal education. It integrates diverse frameworks, proposing a dialogical, contextualized approach for science education.

Abstract

Scientific Literacy has been consolidated as a central goal in Science Education, and it can be promoted in both formal and non-formal educational settings. This article aims to articulate different perspectives on Scientific Literacy across these spaces in order to propose a broader understanding of the concept. This is a theoretical essay that adopts, as its theoretical framework, the Structuring Axes, Dimensions of Scientific Literacy, and Literacy Premises for formal spaces, alongside the Scientific Literacy Indicators for non-formal environments. Reflections were guided by identifying points of convergence among the perspectives discussed by the authors. The results show that the indicators applied to non-formal settings introduce innovative elements when compared to other frameworks, particularly by emphasizing interactive and institutional aspects of the literacy process. These elements allowed the development of a new perspective, conceptually expanding Scientific Literacy across different educational contexts. We argue that articulating these theoretical perspectives contributes to the consolidation of a more dialogical and contextualized proposal, with potential to guide future actions toward the effective implementation of these perspectives in the context of scientific education.

Review

This theoretical essay addresses a highly pertinent and enduring challenge in science education: the conceptualization and promotion of Scientific Literacy (SL) across the diverse landscapes of formal schooling and non-formal learning environments. The authors set out with the ambitious goal of synthesizing distinct theoretical perspectives from these two contexts to forge a broader, more integrated understanding of SL. The premise that SL is a central educational goal, achievable in varied settings, makes this endeavor particularly timely and relevant, promising to bridge existing conceptual divides and offer a more unified theoretical framework for practitioners and researchers alike. The methodology, framed as a theoretical essay, carefully articulates established frameworks for formal settings – specifically the Structuring Axes, Dimensions of Scientific Literacy, and Literacy Premises – with the Scientific Literacy Indicators developed for non-formal environments. The strength of this approach lies in its systematic effort to identify points of convergence between these disparate models. A key insight emerging from this comparative analysis is the innovative contribution of the non-formal indicators, which introduce crucial interactive and institutional dimensions to the understanding of SL. These elements are presented as pivotal to the conceptual expansion, suggesting that SL is not merely an individual cognitive achievement but a deeply social and context-dependent process, enriched by engagement with broader institutional structures. The resulting "new perspective" conceptually expands Scientific Literacy, moving towards what the authors describe as a "more dialogical and contextualized proposal." This articulated understanding offers significant potential to reshape how SL is envisioned, curriculum is designed, and educational interventions are implemented in both formal and non-formal contexts. By highlighting the interactive and institutional aspects often underrepresented in traditional SL frameworks, the paper provides a robust theoretical foundation for future actions aimed at fostering a more holistic and deeply integrated scientific understanding among learners. This work is a valuable contribution, poised to guide the effective implementation of a more comprehensive vision of scientific education.

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