Methodology for Developing Scientific and Technological Literacy Texts: From Theory to Educational Practice
DOI:
https://doi.org/10.21803/penamer.19.39.973Keywords:
Critical Thinking, Digital Competence, Literacy, Foresight Culture, MethodologyAbstract
Introduction: The article addresses the gap between the epistemological treatment of scientific and technological literacy (STL) and its practical application in teacher education. Although its conceptual and theoretical dimensions have been widely developed,
there is still a lack of pedagogical resources that effectively materialize STL in real educational contexts. Objective: To propose a methodology for the development of texts as STL resources that facilitate their practical implementation in educational settings,
particularly in the training of science teachers. Methodology: A qualitative, descriptive, and propositional approach was adopted. The methodology was structured in two phases: preliminary planning (definition of objectives, communicative intention, target population, and STL indicators—IACT) and textual production (organization of chapters, narrative rhythm, and writing). The methodology was validated through fieldwork based on the didactic model of Mallart. iv) Results: The findings showed that the methodology
enables the construction of contextualized, didactic, and scientifically rigorous texts. The case study involving science teachers and the use of Arduino demonstrated progress in the critical appropriation of knowledge and the development of the STL indicators (IACT).
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