SCIENTIFIC LITERACY ASSESSMENT INSTRUMENTS: A SYSTEMATIC LITERATURE REVIEW

• Autor(a) principal: Coppi, Marcelo Alves
• Data de Publicação: 2023
• Outros Autores: Fialho, Isabel, Cid, Marília
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37523
• topic: Literacia científica; Avaliação; Instrumentos; Revisão sistemática de literatura; Scientific literacy; Assessment; Instruments; Systematic literature review; Alfabetización científica; Evaluación; Instrumentos; Revisión sistemática de la literatura

The study aimed to analyze scientific literacy assessment instruments, in this sense, a systematic literature review (RSL) was carried out in the B-On, SciELO, Scholar Google and RCAAP databases in order to identify studies that used scientific literacy assessment instruments. The selection criteria included articles published between 1990 and 2020, in Portuguese, English or Spanish, which developed and/or used scientific literacy assessment instruments. Articles that did not address scientific literacy in the title or abstract, did not cite instruments and results of the assessment of scientific literacy of students, reviews, case studies and articles that assessed specific subjects or subjects were excluded. Thirteen scientific literacy assessment instruments were identified. Most of the studies were carried out in Brazil, Indonesia and the United States, predominating researches with Secondary School students. Higher Education students were the ones with the most positive results. The most evaluated dimensions of scientific literacy were related to different scientific literacy skills. The classification of respondents was obtained through the descriptive frequencies of responses to the items, with no standardization in the categorization processes of the results. We conclude that some caution is needed when comparing the results of the studies, since many instruments were applied at educational levels and in contexts different from those for which they were developed.