July 9, 2022 • 09:50 - 10:00 | Saturday
Parallel 1- Zhumu Conference: 615360337 : Zhumu Conference: 615360337
Parallel 1: Public engagement in environment, science, risk and health

This work proposes learning environments as scenarios to promote and increase Public Scientific Literacy. The proposal exposes some reflections on how to promote public scientific literacy through formal and informal scientific education processes applying the STEM educational approach in learning environments for science, technology and innovation. To begin with, we start from basic definitions: the concept of scientific education, in formal and informal educational contexts; the concept of learning environment proposed by the OECD (Organisation for Economic Co-operation and Development); the concept of STEM educational approach proposed by UNESCO; and, the concept of social appropriation of knowledge, developed in the Public Policy for the Social Appropriation of Knowledge within the framework of Science, Technology and Innovation, of the Colombian government, approved in 2021. The OECD's concept of learning environment involves educational, research, productive, governmental and cultural actors, and highlights the actors of the educational community such as the families of the learners and the communities that surround the educational systems which implies the communication of knowledge and science from the school to society. On the other hand, the definition of the STEM educational approach proposed by UNESCO and some of its variations such as STEAM, STEM+H, STEM +A, consider the integration of science, technology and innovation in pedagogical practices in all areas of knowledge.

 

After addressing the basic definitions, we analyze the relationship between learning environments and the social appropriation of knowledge. The axes of this analysis are the actors, channels, spaces, methodologies and formats that are used to promote the communication of science and the social appropriation of knowledge. The purpose of the analysis is to identify how to take advantage of each of these axes in learning environments.

 

Finally, we propose some recommendations to contribute to Public Scientific Literacy from the implementation of the STEM educational approach in learning environments for science, technology and innovation.



Authors
  • MABEL AYURE

    Colombian Observatory of Science and Technology
  • Ricardo Triana

    District Secretary of Education - Bogotá

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