Literacidad científica en la enseñanza de la química: revisión bibliográfica de enfoques, tendencias y desafíos en contextos académicos
DOI:
https://doi.org/10.71112/sf27n622Palavras-chave:
alfabetización científica, revisión de literatura, química, literacidad científicaResumo
La literacidad o alfabetización científica constituye una herramienta clave para la producción y circulación del conocimiento académico. En este sentido, el presente artículo plantea como objetivo realizar una revisión bibliográfica sobre este campo en contextos académicos, con el propósito de identificar enfoques y tendencias predominantes. Para garantizar la transparencia y rigor en la selección y evaluación de estudios, se empleó el protocolo PRISMA y se efectuó una búsqueda sistemática en bases de datos de alta visibilidad e impacto. Los hallazgos evidencian la diversidad de perspectivas teóricas y prácticas que enriquecen la comprensión del fenómeno, al tiempo que revelan vacíos que abren oportunidades para futuras investigaciones empíricas.
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Copyright (c) 2026 Judith Marcela Martínez Alonzo, Wanda Marina Román Santana (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
