Chords and dissonances of scientific literacy proposed by PISA 2015
Our proposal is to investigate the harmony or lack of it between the academic concept of scientific literacy and the one stated in the documents of the Program for International Student Assessment (PISA) and in educational standards. Despite all complexity and conceptual polysemy around the concept...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/4410 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/4410 |
| Access Level: | acceso abierto |
| Palabra clave: | Scientific Literacy Pisa Public Policies Large-Scale Assessment. Letramento Científico Políticas Públicas Evaluación en Gran Escala. Avaliação em Larga Escala. Educação |
| Sumario: | Our proposal is to investigate the harmony or lack of it between the academic concept of scientific literacy and the one stated in the documents of the Program for International Student Assessment (PISA) and in educational standards. Despite all complexity and conceptual polysemy around the concept of literacy/scientific literacy, we developed a theoretical comparative analysis of this concept as designed by experts, comparing it to the concept of scientific literacy laid down on the assessment basis of the PISA 2015, considering also the projection standardized by public educational policies. Finally, we identified less chords, and, for various reasons, more dissonance, that can serve as a contribution to discuss the validity and relevance of PISA as an assessment tool, as well as on the type of learning to be ensured by our educational system. |
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