La alfabetización científica de personas adultas: un enfoque comunicativo


  • F. A. Martínez Salvá
  • A. Latorre


The article departs from the premise that the scientific literacy of adults implies a background allowing them to participate in the communicative mode (Habermas, 1987) to take a decision on the scientific/techno logical advances that affect us. Starting from this definition we find that the mere conceptual learning does not ensure the improvement of this attitude for participation. It could even produce the contrary effect. When the instructive design contemplates these attitudes, the result improves, although other effects and deficiencies can appear: degree of generalization and anxiety in front of participation. Our proposal is that these aspects are also kept in mind in adult scientific education.




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