SCIENTIFIC LITERACY, NON-FORMAL AND INFORMAL CONTEXTS, AND INTERGENERATIONALITY

Scientific literacy, non-formal and informal contexts are complex ideas and the conceptualization has different domains, characteristics and indicators. On the other hand, how the non-formal and informal contexts can be coordinated and potentially used in order to promote scientific literacy has also not been sufficiently clarified and investigated.

In this paper we analyze both: different conceptualizations of scientific literacy and non-formal and informal contexts. Related to scientific literacy we defend a comprehensive conceptualization involving: (a) subjects, (b) discourses / knowledge (the WHAT and the HOW) and (c) work and workspaces in science, and we want to apply such conceptualization on the analysis of informal science learning contexts (science centers, companies). Related to non-formal and informal contexts we have to attend some indicators such as: contexts in which they are made, the volatile and heterogeneous public, objectives, duration, organizational structure.

After these conceptual discussion and clarification we go beyond, we present some activities that promote scientific literacy in non-formal and informal contexts involving intergenerational interrelations among children and seniors.

The objectives of this investigation are:
(1) Provide an analysis tool that helps in the selection/evaluation activities promoters of different dimensions of scientific literacy.
(2) Understand the importance of non-formal and informal science learning contexts on developing scientific literacy.
(3) Valuing the potential of intergenerational contexts in non-formal and informal learning environments.

We used different methodologies in order to be able to obtain detailed data and checking information: content analysis, observation and field notes.

The results allow us to verify that different non-formal and informal contexts develop different dimensions of scientific literacy. Variables such as duration and scientific content of the activities, academic background of the authors, seem to influence the dimensions of scientific literacy promoted. Also, this paper identifies, describes and discusses the implications and impact the usage of intergenerational contexts could have on scientific literacy.