Critical Scientific Literacy Approach and Critical Theories in the Learning of Science Outside the Classroom

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dc.catalogadorjlo
dc.contributor.authorGuerrero, Gonzalo
dc.contributor.authorRojas Avilez, Lorena Patricia
dc.contributor.authorCorina González-Weil
dc.contributor.authorGonzalo Guerrero Hernandez
dc.date.accessioned2025-12-03T14:58:17Z
dc.date.available2025-12-03T14:58:17Z
dc.date.issued2023
dc.description.abstractThis chapter presents an overview of the contribution of critical theories to the learning of science outside the classroom, developing and applying concepts from critical scientific literacy. We present an analysis of the previous implementation of critical theories across the literature, mainly from experiences in Latin America and focusing on environmental education and contexts outside the classroom. Then, we discuss three examples of our work, using the theories at different levels and contexts, emphasising teachers’ pedagogical and collaborative approaches. The first example proposes applications of critical theories developing projects with pre-service teachers based on the expansion of forestry monoculture and its impact on the balance of ecosystems and on indigenous communities that inhabit intervened localities. The second one seeks to revise and analyse science teaching experiences outside the classroom of teachers participating in a continuous training program from a critical perspective. The last one considers applying critical theories in a doctoral project, using a map of socio-environmental conflicts in Chile; the project presents a Research-Practice Partnership to tackle an environmental conflict through a pedagogical field trip. The three examples offer insights into how we can promote critical approaches using socio-environmental conflicts and eco-routes beyond disciplinary boundaries, taking advantage of the opportunity offered by scenarios outside the classroom to challenge the complexity of real-world problems. Finally, we suggest how others could apply critical theories as a way of recognising connections between individual subjectivities, socio-scientific issues and the social contexts in which they are embedded.
dc.format.extent18 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1007/978-3-031-13291-9_7
dc.identifier.urihttps://doi.org/10.1007/978-3-031-13291-9_7
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107235
dc.information.autorucFacultad de Educación; Rojas Avilez, Lorena Patricia; S/I; 1246209
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final136
dc.pagina.inicio119
dc.publisherSpringer Nature
dc.relation.ispartofHow People Learn in Informal Science Environments
dc.rightsacceso retringido
dc.subject.ddc370
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleCritical Scientific Literacy Approach and Critical Theories in the Learning of Science Outside the Classroom
dc.typecapítulo de libro
sipa.codpersvinculados1246209
sipa.trazabilidadORCID;2025-12-01
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