Scientific literacy in teacher education: evidence from national and international research
DOI:
https://doi.org/10.5007/1982-5153.2026.e109143Keywords:
state of knowledge, discursive textual analysis, complexity, initial teacher education, higher educationAbstract
Scientific literacy (SC) involves developing skills to understand, produce, and apply scientific knowledge in an integrated, responsible, and contextualized manner to various everyday situations. This study aims to analyze studies that contribute to the initial training of science teachers from a scientific literacy perspective. To this end, a State of Knowledge (SC) literature review was conducted on national and international research addressing this topic. Eight national and international studies were selected and analyzed using Discursive Textual Analysis. They present effective strategies and highlight a lack of studies on the topic. This research highlighted the importance of SC in initial teacher training, understanding it as a transformative social practice
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