Scientific literacy in science education and science teaching: trends and gaps in intellectual production over the last 40 years
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i2.2101Info
Authors
- Francisco Pérez-Rodríguez (CL) Facultad de Psicología e Instituto de Estudios Humanísticos "Juan Ignacio Molina". Universida de Talca. Chile https://orcid.org/0000-0001-9644-6848
- Geraldin Baquero-Mendieta (CL) Doctorado en Didáctica de las Ciencias Experimentales, Facultad de Ciencias Básicas, Universidad Católica del Maule. Chile https://orcid.org/0000-0003-2008-5542
Abstract
This bibliometric analysis describes and analyzes the intellectual production associated with scientific literacy, science education in the last 40 years. For this analysis, a search was performed in the Web of Science and Scopus databases, and the bibliometric data of 1225 documents were visualized using the Bibliometrix by Biblioshiny and VOSviewer software. The findings reveal an increase in reported research in the field over the past four decades, with a marked predominance of authors and journals originating from North American, Anglo-Saxon, and European regions. At the thematic level, basic topics related to the didactic nature of science teaching and learning processes are identified, but there also emerge themes linked to contemporary epistemologies, typical of critical theories. The study of scientific literacy is in an instance of mobilization -perhaps epistemological- between the paradigmatic dichotomy of scientific culture and critical scientific literacy (vision III), both tensioned by the science-society relationship. It is concluded that scientific literacy is a theme that is on the rise and tends to be more productive in the field of science education.Keywords
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Copyright (c) 2025 Francisco Pérez-Rodríguez, Geraldin Baquero-Mendieta
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