Relations between reading, writing and scientific literacy: a bibliographical survey of Brazilian periodicals of science education

Abstract

This paper aims to investigate relationships that are established between reading/writing and scientific literacy (SL) in the texts of Brazilian journals of Science Education. Bibliographical survey found 21 papers that address the reading and/or writing from the perspective of SL, although only three of them have this relationship as their focus. The publications provide superficial links considering the association between learning science andreading/writing in the native language and not the question of the specificity of learning to read/write in the sciences. The analysis of articles in which writing and/or reading are empirical objects indicates a possible common assumption: the ability to read/write when content is scientific is different from the ability to read/write other topics. The study indicates the need for rigorous researches into the design of theoretical frameworks and the concepts involved, in order to contribute effectively to the understanding of those relationships, aiming at to improve the science teaching.

Keywords:
Scientific literacy; Writing; Reading; Bibliographical survey; Science education