Integración de la naturaleza de la ciencia en la alfabetización científica desde las representaciones sociales de estudiantes de educación media en colegios oficiales de Bogotá

Abstract

Understanding the Nature of Science (NOS) constitutes an essential component of Scientific Literacy (SL) and of citizenship education; however, its incorporation into educational policies and pedagogical practices in upper secondary education in Bogotá (Colombia) remains limited, despite the fact that for many students this level represents their final contact with formal science education. This situation reveals a weak appropriation of NOS, reflected in low performance on standardized tests, limited interest in pursuing scientific careers, and a restricted social appropriation of scientific knowledge. In response to this scenario, the research was guided by the question: What curricular proposal emerges to integrate the Nature of Science into scientific literacy based on the social representations of upper secondary students in public schools in Bogotá? Accordingly, the general objective was to formulate a curricular proposal for integrating NOS into SL, derived from the analysis of students’ social representations, with the purpose of strengthening the formative, cultural, and civic dimensions of science education. Methodologically, the study is framed within the interpretive paradigm, uses a qualitative approach, and employs Grounded Theory as its methodological strategy. The phases of open, axial, and selective coding were carried out, along with microanalysis and the triangulation of techniques and instruments –Likert-type questionnaire, associative card, and hierarchical blocks– to identify both the content and the internal structure of the social representations. The findings include an analysis of public policies on science education, which reveals a fragmented and implicit incorporation of NOS, as well as the characterization of students’ social representations, structured around six stable categories transversal to the NOS dimensions explored. Based on these results, a socio-epistemic curricular proposal is constructed, aimed at integrating NOS and SL through orientations situated at the macro and mesocurricular levels. The results include an analysis of public policies on science education, which reveals a fragmented incorporation of NOS, and a characterization of students’ social representations, composed of five stable elements transversal to the NOS categories explored. Based on these findings, the study formulates a socio-epistemic integration proposal that articulates NOS with SL, aimed at its inclusion in both educational policies and pedagogical practices in upper secondary education.