TEACHING CRITICAL SCIENCE: A REVIEW OF PEDAGOGICAL PROPOSALS FOR CITIZEN SCIENTIFIC LITERACY.
DOI:
https://doi.org/10.56219/dialctica.v1i27.5182Keywords:
critical scientific literacy, science education, citizenship, epistemic justice, socioscientific issuesAbstract
This article presents a critical review of pedagogical proposals aimed at citizen-oriented scientific literacy, based on a systematic and interpretive analysis of academic literature published between 2005 and 2025. It examines educational approaches that integrate socioscientific issues, situated knowledge, participatory methodologies, and critical teacher education in school and community settings. Through thematic coding and hermeneutic analysis, four structuring themes are identified: (i) teaching based on socioscientific problems; (ii) inclusion of Indigenous knowledge and decolonial perspectives; (iii) participatory science with social impact; and (iv) professional teacher development oriented toward epistemic justice. The findings highlight the transformative potential of critical scientific literacy in cultivating an informed, reflective, and socially and environmentally engaged citizenry. The article concludes with recommendations to strengthen democratic education policies, inclusive pedagogical practices, and research committed to the common good.
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