Fostering Scientific Culture at the Upper Secondary Level: Reflections for an Open Debate
DOI:
https://doi.org/10.62697/rmiie.v5i3.408Keywords:
Scientific culture, science, students, technologyAbstract
The formation of scientific culture at the upper secondary level has become a fundamental axis for civic education in Ibero-America. Far from being limited to the transmission of disciplinary knowledge, this approach seeks to develop critical thinking, foster the social appropriation of knowledge, and strengthen ethical responsibility in young people. Based on a documentary and bibliographic study, the authors analyze the relationship between scientific culture and teaching-learning processes. Among the key aspects emerging from the analysis are the incorporation of active didactic strategies such as project-based learning, inquiry, and experimentation, interdisciplinary work, connection with the community environment, and the mediating role of the teacher. From this perspective, the authors pose the research problem: what aspects should be considered to stimulate the formation of scientific culture in the teaching-learning process at the upper secondary level? Hence, the objective is to determine these key aspects. In conclusion, the formation of scientific culture at this level constitutes an indispensable epistemological component for comprehensive education, provided it is materialized in collaborative, contextualized proposals aimed at developing life skills and the exercise of responsible citizenship.
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Copyright (c) 2026 Yerovia Tirse-Ibañez, María Magdalena López-Rodríguez del Rey, Jorge Misas-Hernández
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