Reconceptualizing Scientific Literacy: The Role of Students’ Epistemological Profiles

In this theoretical article we construct an argument for a pedagogical perspective based on the notion of epistemological profiles for scientific literacy for primary and secondary education. Concurrently, we offer a discussion of the implications of this proposal to the preparation of teachers and the development of their pedagogical skills. Underlining cultural practices in the construction, communication and validation of knowledge—called epistemic practices which are informed by an ideological perspective on science, are implied in the notion of epistemological profiles in the context of science teaching, particularly physics. Using the concept of mass in the context of science education, we discuss how different ideological perspectives on science reflect distinct aspects of reality. Thus, in this paper we propose an ‘order’ and ‘direction’ to scientific literacy and education in science, emphasizing the construction of a clear empirical perspective for primary school and a rationalistic ideological perspective for secondary school. We complement our argument with resources from activity theory and discourse studies, alongside a discussion of issues and challenges. In concluding this paper, we point out that such proposal requires a change in the classroom teaching culture