Scientific Literacy: Indispensable Tool in the Digital Age

Alfabetización Científica: Herramienta Indispensable en la Era Digital

Scientific Literacy: Indispensable Tool in the Digital Age

Alfabetización Científica: Herramienta Indispensable en la Era Digital

Abstract

When reflecting on the term literacy, individuals immediately imagine a subject without

minimum literacy skills. This article was conceived to study the importance of generating

knowledge in the 21st century. It arose from the antagonism that experts should only publish

scientific publications. For the study's undertaking, a multidisciplinary approach was

maintained, where different perspectives were incorporated and conceptions about Social

Sciences, psychology, citizen, social and pedagogical participation. Qualitative research of

the phenomenological-hermeneutic method was carried out. Ten (10) social actors of the

International Workshop of Writing Scientific Articles were interviewed to structure, codify,

and categorize the results. This epistemic journey allowed a theoretical approach focused

on the literacy of social actors to generate knowledge through meaningful science

education. Based on the social actors' voice, it was established the tearing of each editorial's

bureaucratic chains because the experience is more accessible in the digital era. However,

illiteracy has spread rapidly, incited by the old school groups, creating confusion in the

events, and expanding their hegemony. Therefore, scientific literacy (SLC) is not only

focused on the common factor of scientific activity of how, but also the strengthening of

science through Higher Education Institutions, research groups, organizations, and

educational enterprises.

Keywords: Legislation, constitution, law, violation of human rights, justice.

Resumen

Al reflexionar sobre el término alfabetización, los individuos de inmediato se imaginan a un

sujeto sin competencias mínimas de lectoescritura. El presente artículo se concibió con el fin de

llevar a cabo un estudio sobre la importancia de generar conocimiento en el siglo XXI. El cual,

surgió del antagonismo, de que las publicaciones científicas solo deben ser publicadas por

expertos. Para el emprendimiento del estudio, se sostuvo una aproximación multidisciplinar,

donde se incorporaron diferentes perspectivas, así como, concepciones sobre las Ciencia

Sociales, psicología, participación ciudadana, social y pedagógica. Se realizó una investigación

cualitativa de enfoque fenomenológico-hermenéutico, donde se entrevistaron a diez (10) actores

sociales del Taller Internacional de Redacción de Artículos Científicos, para luego estructurar,

codificar hasta categorizar los resultados. Este recorrido epistémico permitió un acercamiento

teórico, centrado en la alfabetización de los actores sociales, en calidad de, generar conocimiento

a través de educación científica significativa. Partiendo de la voz de los actores sociales, se

estableció el desgarramiento de las cadenas burocráticas de cada editorial, debido a que el

conocimiento es más accesible en la era digital. No obstante, el analfabetismo se ha propagado

vertiginosamente, incitada por los grupos de la vieja escuela, creando confusión en el qué de los

sucesos, para expandir su hegemonía. Por ende, alfabetización científica (AC) no solo está

centrada en el factor común de la actividad científica del cómo, sino también en el

fortalecimiento de la ciencia a través de las Instituciones de Educación Superior, grupos de

investigación, organizaciones y empresas educativas.

Palabras clave: Siglo XXI, educación, científico, herramienta, alfabetización.

Abstract

¹Grupo Docentes 2.0 C.A

¹https://orcid.org/0000-0002-2602-5199

¹Omán

¹[email protected]

Mujica-Sequera, R. (2021). Scientific

Literacy: Indispensable Tool in the Digital

Age. Technological Educational Journal

Docentes 2.0, 11(1), 19-26.

https://doi.org/10.37843/rted.v11i1.181

R. Mujica-Sequera, "Scientific Literacy:

Indispensable Tool in the Digital Age",

RTED, vol. 11, n.° 1, pp. 19-26, abr. 2021.

https://doi.org/10.37843/rted.v11i1.181

Ruth M. Mujica-Sequera¹

30/octubre/2020

30/enero/2021

16/abril/2021

30/octubre/2020

30/enero/2021

16/abril/2021

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

Introduction

Since the twentieth century, experts in the

scientific field have been asking educational

institutions for a more meaningful scientific

literacy, which would allow students to justify

the daily events present today. However, when

reflecting on the term literacy, individuals

immediately imagine a subject without minimal

literacy skills, in other words, without verbal

skills in the mother tongue or foreign languages.

For the reasons stated above, the bases of

scientific literacy (SFL) supported by the

authors McConney, Oliver, Woods- McConney,

Schibeci & Maor (2014) are consolidated

because it remains prevailing and with new

challenges in the digital era, which must be

complied under a formative competence of the

current city.

Therefore, the present article arises from

the antagonism that experts should only publish

scientific publications; in other words,

paradoxically, the one who masters scientific

writing skills is the one who can generate

knowledge. In this sense, a multidisciplinary

approach was held, where different perspectives

are incorporated, as well as conceptions of social

science, psychology, citizen participation,

social, as well as pedagogical, resulting pertinent

to raise a proposal where educational institutions

promote the acquisition of scientific skills linked

to evaluation and preservation of references in

the digital era, as Olmedo-Estrada (2011) points

out that it is increasingly evident that the (CA)

"is indispensable for the citizen of the XXI

century" (p.145).

CA as a curricular competence is

committed to the advancement of literacy,

acquisition of knowledge, mastery of a complex

language, scientific epistemology capable of

understanding the limits (Aguilar, 1999) to

strengthen social and economic progress (Hurd,

1998), the efficient perception of scientific

nature (Abd-el-Khalick, Bell & Lederman,

1998), active participation responsibly on the

problems of the world (Martín-Díaz, 2001),

likewise, the curricular transformation of the

educational institutions that orient the scientific

teaching towards social and personal aspects of

the student (Furió, Vilches, Guisasola & Romo,

2001).

The purpose of this research stems from the

need to promote scientific literacy from Higher

Education Institutions, research groups,

organizations, and educational companies

because, according to Sternberg & Lubart

(1997), creativity and innovation are

underestimated by the community and

institutions that exist within society. Seen as

follows, it is unavoidable to reflect on what

Laugksch (2000) stated that scientific knowledge

is used to participate in decision-making about

the world. From this, the following questions can

be raised: Who can generate scientific

knowledge? How can scientific literacy be

promoted? What are the contributions of CA in

the construction of knowledge in the 21st

century? How does CA contribute to quality

scientific production?

Methodology

For the study of the different authors and

experts in scientific writings, the present

research was based on the qualitative paradigm,

under the phenomenological approach that

allowed the author to follow the hermeneutic

paths through her events in the understanding of

the investigated subject. According to the author

Husserl (1998), the phenomenological research

approach aims to reveal the nature of the

objects, attributes, and authenticity of the

phenomena from the lived experience.

In this regard, the authors Aguirre &

Jaramillo (2012) argue that phenomenology is a

philosophical method emphasizing phenomena

(Heidegger, 2006). In other words, in a sense,

meaning and subjectivity formation the world

(Bolio, 2012), exhibits in every human

experience moment (Rizo-Patrón, 2015).

Therefore, it became necessary to understand

the author's voices as a combined dynamic, an

organized and systemic totality, employed

under the qualitative-structural methodology as

pointed out by Martínez (1996). Considering

that, phenomenology and teaching are

constituted from the transference of culture with

the world, from the experience of understanding

and talking about reality (San Martín, 1986, p.

9).

Hermeneutics offered congruences to

establish expertise that admits the

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

organizational context approach, to understand

the authors' actions in it. This research had a

context of development in the technological-

educational platform Docentes 2.0, which

assembles favorable approach conditions for the

study. New concepts were established from the

social interaction and active collaboration

utilizing the in-depth interview technique,

directed to ten (10) social actors belonging to

the International Workshop on Writing

Scientific Articles for Indexed Journals. The

interpretation process was carried out by

structuring, coding, and categorizing the

content.

In the present research, the author did not

aim to verify a hypothesis but to reveal the

underlying from the voice of the social authors;

the exegesis derived in this study sought to

understand, structure, systematize and codify

the testimonies based on the emerging

categories identified for each unit of meanings.

For these purposes, the following meaning units

emerged: (1) scientific writing, (2) curriculum,

(3) research methodology, and (4) informational

culture. From these emerged the emergent

subcategories: Lexical competencies,

communication, expertise, professional

preparation, meaningful knowledge, writing

strategies, research results, methods, scientific

knowledge, content creation, writing skill,

didactic resources, for a total of twelve (12)

emergent categories.

This methodology fulfilled the purpose of

the research in terms of knowing how the

authors of scientific production think and act

from their writing practices, constituted based

on shared critical reflection, to be considered the

object of scientific transformation, through the

pragmatism of the scientific lexicon that implies

the resolution of practical problems of scientific

writing, among them: articles, theses, essays and

reflective documents of dynamic rationality,

from the individual subjectivities of the author

by the knowledge society, which, leads to value

the empirical knowledge that authors build for

the advancement of science.

Results

The hermeneutic report was designed

from a double approach, the scientific-academic

approach on the units of meanings and emerging

categories arising from the interaction with the

social actors, which allowed to reveal some

substantial findings on the object of study.

Table 1

Relationship of the Unit of Meanings and

Emerging Categories

Units of

meaning

Emerging

Categories

Codin

Chromatizati

Scientific

Writing

Lexical

Competencies

ECCL

Dark Blue

Communicati

ECC

Purple

Experience

ECE

Grass green

Curriculum

Professional

Preparation

CPP

Light purple

Meaningful

Knowledge

CCS

Dark red

Writing

Strategies

CER

Orange

Research

Methodolog

Research

Results

MIRI

Fuchsia

Methods

MMI

Yellow

Scientific

Knowledge

MICC

Light gray

Informatio

n Culture

Content

Creation

CICC

Red

Writing Skills

CIHE

Olive green

Didactic

Resources

CIRD

Light Blue

Note. The systematic approach of the categorical

relationships allowed for interpretation from the voice of

the actors under study, own elaboration (2020).

This research made it possible to evaluate

the importance of generating knowledge in the

21st century. Consequently, it was determined

that it is positive to teach literacy for the

construction of quality scientific content, now of

carrying out changes according to the reality and

strategies of scientific writing in the population

under study. From this orderly approach, the

following interpretation was provided:

From the above conceptual

structure "Lexical Competences", it can be

deduced that it implies integrating, conserving,

and preserving the significant intellectual

production. The author Alfonso-Sánchez (2001)

sustains that "the manuscripts and each of their

editions reveal the numerous corrections that the

works undergo before going, definitively, to the

printing press" (p.1).

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

Table 2

Category: Scientific Writing

Matrix I: Analysis and Interpretation of Results

Unit of

Meanings

Emerging

Categories

Author's Interpretation

Writing

Scientific

Competences

Lexical

When interpreting the feelings

expressed by all the social

actors, according to what was

found in their discourses on

Lexical Competences, it was

possible to understand that there

is consensus in affirming,

according to what was stated by

A1, A3, A5, A7, A9 and A10,

that the generation of scientific

knowledge requires literacy to

enrich their experience when

writing with quality, because

this affects to a greater or lesser

degree in the formation of

quality content in the digital era.

On the other hand, it was

possible to affirm that behind

any daily educational practice

there is always an answer to

"why" and "what for" it is

taught. In academia, most

teachers, researchers, and

facilitators do not have

experience in writing scientific

articles, in other words, they do

not have lexical competence in

scientific writing. Therefore, the

world itself becomes a

propitious setting for redefining

the pedagogical experience by

developing the ability to

observe, reflect, devise

strategies, and solve practical

problems. In short, thinking

about experience creates the

conditions necessary to improve

the scientific field.

Note. Lexical competence is the knowledge and ability to use

the vocabulary of a language, own elaboration (2020).

Therefore, educational institutions,

organizations and companies dedicated to the

generation of quality content should not forget

the importance of the research process,

originality, methodology, as well as adequate

structure, so that their publication and

dissemination comply with the three essential

principles: rigor, transparency, as well as brevity.

Table 3

Category: Curriculum

Matrix II: Analysis and Interpretation of Results

Unit of

Meanings

Emerging

Categories

Author's Interpretation

Curriculum

Writing

In their discourse A1, A2, A3,

A4 and A8, it can be perceived

that writing is important for

Strategies

authors when developing their

scientific writings. Education

is the one who empowers man

in this search, reinforces the

scheme or order of action on

which he must base, improve,

and improve himself. At

present, there is an increase in

literature on the approach of

how to improve scientific

writing, based on motivation,

own experience of writing,

exchange of opinions or

experiences with other

experts. The society of the 21st

century demands a permanent

renewal of the universities,

since the scientific and

technological scope demands

clarity, precision, brevity, as

well as how, when and for

what purpose to write. This

involves a linguistic action

that inserts the social place,

addressee, enunciator, and

purpose. It is important to

know the levels of scientific

communication, although

differences converge, in the

same way as cultural

experiences; for this reason,

knowing the communicative

competences, textual

competence, international

standards and policies will

help the transformation of

significant quality scientific

knowledge. However, this

implies a reorganization to

improve the above, where a

different way of creating

science is contributed to its

community, in whose center is

the appropriation process of

the student-author. In

summary, scientific writing is

a skill that is achieved and

perfected if language

proficiency, focus, revision,

precision, clarity, brevity, and

formality are associated.

Note. Scientific writing strategies provide a degree of

precision and clarity of the manuscript, own elaboration

(2020).

From the conceptual constitution "Writing

Strategies", it was evidenced the existence of a

series of difficulties faced by authors when

writing a scientific article, among them:

information density, syntactic complexity,

distribution of information (Jerz, 2000),

discursive genre, strategies (Remerger, 2000),

logic, inconsistencies related to the discipline or

audience, plagiarism, grammatical weaknesses,

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

vocabulary (Feldman, Anderson & Mangurian,

2001) and writing the introduction, frame of

reference (Lerner & Ogren-Balkama, 2007).

Therefore, prior knowledge is necessary in

writing to adequately express the information.

Table 4

Category: Information Culture

Matrix III: Analysis and Interpretation of Results

Unit of

Meanings

Emerging

Categories

Author's Interpretation

Information

Literacy

Writing

Skills

The author interpreted what was

stated by A1, A2, A3, A4, A6,

A8, A9 and A10; the desire to

obtain competences, strategies,

and meaningful continuing

education on how to write

scientific articles. In the first

place, the actors wish to be

taught as a transformative

component to understand,

interpret, argue, propose, and

generate knowledge in the

corresponding area of

knowledge. Secondly, they seek

skills to know the stages

(prewriting, writing, and

rewriting), text production

(creativity and reworking),

academic skills (data

interpretation, linking

information and synthesizing

skills) and cognitive skills

(planning, rereading, revising,

selection and form). Finally,

strategies to improve writing in

terms of grammatical structures

(syntactic, semantic, pragmatic,

stylistic, schematic, and mutual

connection). Thus, the

construction of a text involves

stages to optimize the

communication discourse. The

practice of literacy is linked to

the academic environment,

which involves reading, taking

notes, and rereading to produce

writings with reliable rhetorical

discourse. In summary, the

ability to write implies a close

link between the organization of

ideas and the statement of

information, so that each letter,

word, phrase, or sentence is

spliced to build a thematic

coherence to be disclosed.

Note. The writing skill involves an arduous process, which is

determined by the person's writing skills, own elaboration

(2020).

In this conceptual structure, unit of

meanings "Information Culture" was considered

necessary a scientific literacy that strengthens

writing skills in a meaningful way. An education

based on the construction of scientific documents

with reasoning skills, which characterize the

cognitive approach. According to the author

(Gonzalez, 1993) "mechanical type skills,

orthographic type skills, production skills,

linguistic skills and organizational skills" (p.39).

These skills are legible handwriting, proper

writing, spelling, ideas, linguistic components,

logical, sequential, and organizational coherence.

Figure 1

Categories of análisis

Note. Integration of the eight (4) units of meanings

generated by the semantic network of the nineteen (12)

emerging categories, own elaboration (2020).

Thus, we can end with an illustration

Figure 1, which corresponds to the integration of

the table (4) units of meanings that generated the

semantic network of the twelve (12) emerging

categories, corresponding to the discourse of the

interviews conducted on the importance of

generating knowledge in the XXI century.

Discussion

Even when scientific articles are published

at present, many of them are rejected for not

presenting quality writing, therefore this has

become a key factor for the dissemination of

scientific knowledge, which, according to the

author Furio et al. (2000), is a long process of

direct collaboration between teachers and experts

in science didactics. Paradoxically, most of the

research related to scientific production is carried

out by university students, with a marked

weakness in the lexicon; this approach has not

been sufficiently investigated in terms of the role

that educational institutions, organizations, and

companies should play in strengthening the

writing of original scientific articles and their

link with the origin to propose possible solutions.

What the authors suggest could be derived

on the one hand from the bureaucratic chains of

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

each publishing house to the knowledge that is

more accessible or by the vertiginous

propagation of illiteracy incited by the

anachronistic groups of the old school, those who

have created confusion in what of the events, to

expand their hegemony. Since the great majority

of Spanish-speaking countries, the art of writing

scientific articles is considered part of the subject

of research methodology, although it is not

approached as an autonomous unit where the

differences between writing an article and a

thesis are shown. The author Cassany (1993)

points out that "there are no magic concoctions

or even instant recipes for writing" (p. 237),

which shows that writing involves the author's

attitude and work style.

In the findings, the interpretation,

comprehension, and construction of new

conceptual links are evidenced. According to

Moya (2003) "there are several techniques to

activate prior knowledge, such as anticipation

activities, anticipation guides, semantic maps,

discussion, etc." (p. 34). (p. 34), for this reason it

is essential to teach literacy to achieve quality

knowledge production. Another result that calls

for attention in this study is the writing skill,

where greater difficulty was evidenced in

expressing intricate ideas in a simple way,

demonstrating in the second review that the

social authors were able to determine their own

weaknesses, in terms of: lexical competences,

communication, experience, professional

preparation, significant knowledge, writing

strategies, research results, methods, scientific

knowledge, content creation, writing skills and

didactic resources.

It is pertinent to emphasize that the

present research is timely and novel because it is

oriented towards determining the main causes of

writing scientific articles by a group of authors.

At present, several researches have been carried

out regarding the relevance in scientific

production, but these have been presented as a

general and not specific study on the difficulties

of writing that oppose the increase of quality.

Faced with the ways of accessing an

informational culture, the associations of the

cultural sector should reflect on what their role

will be to establish a more cultured, engaged, and

interactive digital society (Celaya, 2011).

One of the restrictions of this publication

is subject to the period of data collection, which

was extended from April to August 2020, due to

the problems caused by the global pandemic, so

that the articles received late were not observed.

For the correct interpretation of the results, a

significant inclination is sustained; the

difficulties encountered are restricted by the units

of meanings to be assessed in the instrument

applied, in the same way that the review time was

not the same for all social actors.

Acknowledgements

To Dr. Rafaela Solís-Muñoz, PhD,

facilitator of the Postdoctoral Program in

Science, Dr. Nora Panza de Ferrer, PhD, tutor of

this valuable undertaking and Universidad

Centro Panamericano de Estudios Superiores

(UNICEPES) for this great initiative in scientific

literacy.

Conclusion

The research carried out allows us to

deduce that every scientific literacy proposal

proposes an explicit statement of its purposes

because these are a necessary condition to

provide meaning to the scientific writing process.

These purposes are born from the curriculum

theory and from the beliefs that sustain the

subject. In addition, the principles, values, and

norms are placed before them to provide the

institution with its own style "as a dynamic of a

personal development that each subject makes by

his own means, each one forms himself with the

help of mediations that only make formation

possible" (Ferry, 1997, p.13). Therefore,

scientific literacy (SLA) is not only focused on

the common factor of the scientific activity of

how, but also on scientific empowerment through

Higher Education Institutions, groups,

organizations, and educational enterprises.

The purpose of educating in scientific

writing is urgent, it is necessary to appropriate a

neat lexicon that transcends editorially through

clear, authentic, and original arguments, which

captivate not only to be read, but also to

encourage those who still do not write, to nurture

aspects to strengthen the writing. As the author

Foucault (1970) points out, "scientific discourse

can define the axioms it needs, the elements it

Scientific Literacy: Indispensable Tool in the

Digital Age

Mujica-Sequera, R. (2021). Scientific Literacy: Indispensable Tool in the Digital Age. Technological Educational Journal Docentes 2.0, 11(1),

19-26. https://doi.org/10.37843/rted.v11i1.181

uses, the propositional structures that are

legitimate for it and the transformations it

accepts" (p. 314). Therefore, a proposed

education for literacy admits contributing to an

education for citizenship, since any reform

includes as a central unit teachers and students

for scientific purposes, a debate that has almost

always been subtracted from it too many times.

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