SCIENTIFIC LITERACY: A LOOK AT ITS DIFFERENT INTERPRETATIONS

Abstract

The study aimed to perform a critical and historical approach to the concept of scientific literacy, the definition of the words that compose the term, their translations and the existence of instruments developed to assess it. It was observed that one of the reasons for the different conceptual perspectives is the meaning of the word literate, which, in the English language, can mean to hold knowledge and also to be able to read and write. Another reason is the translation of the word literacy, which can originate, in the Portuguese language, the words alfabetização, literacia and letramento, assuming different meanings according to their interpretation. The concept of scientific literacy also reveals itself as one of the causes generating inaccuracies. The fact that there is a plurality of concepts
means that scientific literacy is often confused and limited to the understanding of science. Finally, the assessment of scientific literacy is a source of debate among researchers in the area, since there are few instruments available in the literature, most of them assess isolated aspects and dimensions of scientific literacy, and a minority demonstrate the processes of validity in their elaboration. In summary, the study highlights the major controversies in the literature concerning scientific literacy, presents the main reasons for such controversies and demonstrates that, despite these aspects, scientific literacy is the subject of international research and is widely presented as the main objective of science education.