Authors: José Azevedo; Margarida Marques
Addresses: Faculty of Arts, University of Porto, Via Panorâmica, s/n, 4150-564 Porto, Portugal ' Faculty of Arts, University of Porto, Via Panorâmica, s/n, 4150-564 Porto, Portugal
Abstract: Snow's division between cultures is visible in scientific literacy (SL) research: there is a gap between the science education and the science communication fields. We reflect on a way to end this critical disparity. The case of climate change was used as a situational prototype that helps to unite broad communication issues and established knowledge. The choice of this case is justified by the current international interest and calls for the development of a climate-literate public. Research has shown that misunderstandings about climate change can persist even after instruction and that some scepticism emerged in several developed countries. A literature review of climate literacy was conducted. The analysis resulted in a new integrative model for understanding literacy. We hope that the proposed model can be the basis for the re-emergence of science literacy as a key concept, of well-grounded practices and of accurate measurement tools.
Keywords: science literacy; science education; science communication; climate literacy; literature review.
International Journal of Global Warming, 2017 Vol.12 No.3/4, pp.414 - 430
Received: 08 Sep 2015
Accepted: 08 Dec 2015
Published online: 27 Jun 2017 *