Scientific literacy in biology and attitudes towards science in the Chilean education system

Bórquez-Sánchez, E. (2024) Scientific literacy in biology and attitudes towards science in the Chilean education system. Research in Science and Technological Education, (doi: 10.1080/02635143.2024.2320104) (Early Online Publication)

Abstract

Background: The development of scientific literacy in young people is seen as important in several countries. In recent decades, Chile’s educational reforms aimed at performance have led to a market-oriented funding and management system, worsening social inequality and segregation. Purpose: The study looked at biology literacy and science attitudes in Chilean secondary school students, considering two aims: 1) to analyse the level of scientific literacy in biology and attitudes toward science posed by secondary school students, making comparisons by gender, age, socio-economic status (SES), and type of school; and 2) to evaluate the relationship between scientific literacy in biology and attitudes towards science. Sample: 612 secondary school students in a central southern region of Chile, took part in the study. Design & Methods: A quantitative method was used to analyse the students’ responses on two validated and adapted instruments; A test to measure biological knowledge (TOSLS) and Likert Scale Science-related (LSSr) to measure attitude towards science. These instruments were administered to secondary students, and descriptive and inferential analyses were conducted. Results: The adapted TOSLS showed significant differences in SES, school type and slight variations by gender and age, although, no illiteracy level in biology was found among the Chilean students. The adapted LSSr showed significant differences concerning attitudes toward science were found in school type, and variations by SES and age, and gender. Also, the correlation analysis shows a weak positive relationship between scientific literacy in biology and attitudes towards science, although of moderate magnitude. Conclusion: This study found that scientific literacy in biology does not necessarily impact attitudes towards science. However, SES and type of school can affect understanding and views of science and its role in society, which aligns with previous findings on social inequality in Chilean education.

• Item Type: Articles
• Additional Information: The work was supported by the CONICYT [ANID] PFCHA, DOCTORADO BECAS CHILE, 2014 [72150252]. Also, this work was carried out under a PhD research program at the University of York, UK.
• Keywords: Scientific literacy, attitudes toward science, students’ outcomes, science education, Chilean secondary education.
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Borquez Sanchez, Dr Estelia
• Authors: Bórquez-Sánchez, E.
• College/School: College of Social Sciences > School of Education
• Journal Name: Research in Science and Technological Education
• Publisher: Taylor & Francis
• ISSN: 0263-5143
• ISSN (Online): 1470-1138
• Published Online: 19 March 2024
• Copyright Holders: Copyright © 2024 The Author(s)
• First Published: First published in Research in Science and Technological Education 2024
• Publisher Policy: Reproduced under a Creative Commons license