Las imágenes de ciencia y su impacto en la alfabetización científica frente a las concepciones de la energía nuclear en estudiantes de educación media

Abstract

The present mixed-cut research aimed to identify predominant images in relation to science and Socio-scientific (CSC) and Socio-environmental Issues (CSA) as nuclear energy in middle school students, with a belonging to the 10th grade of the Colegio Nacional Nicolás Esguerra District Educational Institution, located in the town of Kennedy, in the city of Bogotá, Colombia; the sample was constituted by 73 students from this educational institution. This identification of previous images was developed in order to generate a transformation of the same through the application of a didactic unit designed within the framework of this research, composed by activities such as test of previous ideas, post test and group and individual debates, evaluated by rubrics, built up in the same research. The application of this teaching unit led to an improvement in the level of scientific literacy of students in relation to nuclear energy, evidenced by the results of the qualification based on the respective headings and by the transformation of their perceptions and ideas, observed in the post test. Also, a change in the predominant science images of students was identified with respect to the process of scientific consolidation and science education, transforming them from traditional images to contemporary images. It is thus concluded that the implementation of dynamic strategies within the theoretical nuclei of each academic level, involving aspects of great social interest such as CSC and CSA, generate learning of high significance for students, Increasing their level of knowledge and developing analytical, argumentative, understanding and communicative skills in them.