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Science Education for Students’ Critical Scientific and Environmental Literacies: Experiences from Latin America

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Rethinking Science Education in Latin-America

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 59))

Abstract

Throughout this chapter, we examine the role of science in the Latin American context. We reflect on how scientific education should address the role of human beings within society to advance our understanding of our species and its interdependence with nature and other beings. In this chapter, we propose a call to action starting from an approach focused on awareness – or conscientização – from a scientific, environmental, and ecological perspective.

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Notes

  1. 1.

    Participants in the design and implementation of the training proposal included Luz Marina Rosas (specialist in education from descosur); Sandra lvarez Apaza (assistant of the educational activities from descosur); Jennifer Venegas Espinoza (in charge of the Gender and STEM Education dimension from CIDSTEM-PUCV); Valeria León Delgado (in charge of the line of Design and Territory Thinking from CIDSTEM-PUCV); Nina Ibaceta Guerra (project coordinator from CIDSTEM-PUCV); and Wilver Gómez Castillo (Director of Pedagogical Management from GREA)

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Authors Contributions

Conceptualization and theoretical framework critical scientific and environmental literacies and its importance for Latin America, G.G.; territorial socio-scientific issues for critical scientific and environmental literacies of Latin American students, R-A.L.; development of educational projects with gender focus to solve problems associated with water culture in Arequipa, a collaborative experience Peru/Chile, I-G.N. and R-P.L.; small collaborative research groups in schools for critical scientific and environmental literacies in the context of the Schools-University interface, a collaborative experience from Colombia/Brazil, M-P.L.; addressing transgender in the training of biology teachers from the perspective of critical scientific literacies, an experience from Chile, G-W. C.; writing – preparation of original draft, R-A.L., G.G. and G-W.C.; writing – review and editing, G.G., R-A.L. and G-W.C.; supervision and submission of manuscripts, R-A.L. and G. G.; project management, R-A.L. and G.G. All authors have read and accepted the published version of the manuscript.

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Authors and Affiliations

  1. University College London, London, UK

    Gonzalo Guerrero

  2. Pontificia Universidad Católica de Chile, Santiago, Chile

    Lorena Rojas-Avilez

  3. Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile

    Corina González-Weil & Nina Ibaceta-Guerra

  4. Universidad Pedagógica Nacional, Bogotá, Colombia

    Leonardo Martínez-Pérez

  5. Centro de Estudios y Promoción del Desarrollo del Sur, Arequipa, Peru

    Luz Marina Rosas-Pari

Authors
  1. Gonzalo Guerrero
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  2. Lorena Rojas-Avilez
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  3. Corina González-Weil
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  4. Nina Ibaceta-Guerra
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  5. Leonardo Martínez-Pérez
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  6. Luz Marina Rosas-Pari
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Corresponding author

Correspondence to Lorena Rojas-Avilez .

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Editors and Affiliations

  1. Pontificia Universidad Católica de Chile, Santiago, Chile

    Ainoa Marzabal

  2. Pontificia Universidad Católica de Valparaíso, Curauma, Chile

    Cristian Merino

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Guerrero, G., Rojas-Avilez, L., González-Weil, C., Ibaceta-Guerra, N., Martínez-Pérez, L., Rosas-Pari, L.M. (2024). Science Education for Students’ Critical Scientific and Environmental Literacies: Experiences from Latin America. In: Marzabal, A., Merino, C. (eds) Rethinking Science Education in Latin-America. Contemporary Trends and Issues in Science Education, vol 59. Springer, Cham. https://doi.org/10.1007/978-3-031-52830-9_2

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