Scientific literacy with a STSE focus: theoretical-methodological tool with indicators from the integration between formal and non-formal education

Abstract

This study addresses the growing demand for a scientific education that goes beyond the transmission of knowledge and contributes to the formation of citizens capable of critically interacting with scientific, technological, social, and environmental issues. Adopting the Science/Technology/Society/Environment (STSE) approach, the work develops and validates a theoretical-methodological tool composed of indicators aimed at evaluating and analyzing pedagogical proposals that integrate formal and informal education. The research adopts a qualitative, descriptive, and theoretical-empirical methodology, and is based on contributions from the existing literature to formulate four main axes, namely: STSE, scientific and technological knowledge, pedagogical practice, and non-formal education. The tool was validated by specialist teachers and applied in an environmental education context involving teachers from municipalities affected by environmental disasters. The results indicate that the STSE approach, enriched by the integration of formal and informal education, promotes scientific literacy in a contextualized manner, essential for the development of critical skills and civic formation. The evaluation of the pedagogical proposals using the proposed indicators reveals potentials to enhance scientific education, highlighting the importance of a reflective, critical, and adapted educational practice to the realities of the learners. It is concluded that the theoretical-methodological tool developed constitutes a resource for promoting integrated scientific education relevant to contemporary challenges. Future research is encouraged to explore the applicability of this tool in different educational contexts and to continue refining the indicators to reflect the evolution of pedagogical practices and the needs of society.