SCIENTIFIC LITERACY: A COMPARATIVE STUDY BETWEEN BRAZIL AND JAPAN

Leite, Andriele Ferreira Muri; Bonamino, Alicia Maria Catalano de

doi:10.1590/198053147760

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BASIC EDUCATION, CULTURE, CURRICULUM • Cad. Pesqui. 51 • 2021 • https://doi.org/10.1590/198053147760 linkcopy

SCIENTIFIC LITERACY: A COMPARATIVE STUDY BETWEEN BRAZIL AND JAPAN

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study compares the Scientific Literacy of Brazilian and Japanese students based on PISA results, aiming to contribute with evidence to the discussion of educational inequalities. It analyzes empirical data obtained through observation of Science classes in schools in Brazil and Japan, a questionnaire answered by teachers who were observed and interviews with specialists in the science area and with those responsible for PISA in the two countries considered in this study. The analysis shows that the differences in performance of Brazilian and Japanese students are associated with the way in which the education system of each country approaches the curriculum and continuing teacher education, and also with the different use that they make of PISA results.

SCIENTIFIC LITERACY; SCIENCE; PISA

Index	Activities
Interaction	1. Students are invited to put forward their ideas. 2. Students are invited to give their opinion about the topics that are being dealt with. 3. There is debate or exchange of ideas during the lesson. 4. Students debate on the topics that are being dealt with.
Experimentation	1. Students do laboratory experiments. 2. The teacher asks the students to image how a given scientific issue could be investigated in the laboratory. 3. The teacher asks the students to draw conclusions about an experiment they have done. 4. Experiments are performed by the teacher, in the form of a demonstration. 5. Students perform experiments following the teacher’s instructions.
Investigation	1. The teacher asks the students to apply a scientific concept to everyday problems. 2. Students are allowed to devise their own experiments. 3. Students can choose their research assignments. 4. The teacher asks the students to undertake a study in order to test their own ideas.
Application	1. The teacher explains how a scientific notion can be applied to several phenomena (e.g., to the movement of bodies or to substances with identical properties). 2. The teacher uses science to help students to understand the outside world. 3. The teacher clearly explains the importance of scientific concepts in the lives of all people. 4. The teacher gives examples of technological applications to show how science is important for society.

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[TFN2] Source: Prepared by the authors based on OECD (2007).