Scientific literacy is a key competence for social inclusion and active participation for a better world. Scientifically literate citizens, who understand the role of science in their lives, are more capable to discuss science in the media, evaluate public policies and make evidence-based decisions. Scientific skills, however, are promoted basically through formal education where teachers help students design and evaluate inquiry, interpret data as well as communicate scientific explanations (PISA 2015). This research argues the importance of promoting scientific literacy through not only schools and Universities (formal learning), but also open online courses and programmes of community-based learning (nonformal learning) as well as daily life activities, open educational resources and social networks (informal learning). This paper presents a collaborative research on scientific citizenship developed by the Open University UNITED KINGDOM (OU) through the European project weSPOT for inquiry based learning and the Universidade do Estado da Bahia (UNEB), coordinator of the Telecentros.BR training programme for Digital Inclusion in Brazil. The European weSPOT project (2013-2015) is a working environment with social, personal and open technologies for inquiry based learning (IBL) in formal , non-formal and informal contexts. The Telecentros.BR training programme (2013-2014) is a non-credit online course supported by the Brazil Government, whose participants are more than 2500 young educators in diverse areas with low access to digital technology. The role of these young educators is to promote better use of ICT and support the Telecentro.BR’s projects created by the communities for their development in various dimensions. The objective of this research was to create a framework for applying co-inquiry - collaborative open inquiry to scaffold citizen’s scientific skills through digital technologies . Based on semi-structured interviews and surveys, Telecentros.BR participants’ interests, competences and needs were collected and analysed for drawing this co-inquiry framework. Its aims is to bring diverse participants together (learners ,educators and academics) for developing collective investigation in the Telecentros.BR’s communities through weSPOT. This framework, drawn on qualitative and quantitative study, synthesizes key abilities related to multiple literacies to foster scientific skills in the digital age of open education, open science and open citizenship.

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Scientific literacy through co-inquiry based on non-formal and informal learning

Sonia Pinto   Universidade do Estado da Bahia

Silvar Ribeiro   Universidade do Estado da Bahia

Alexandra Okada   Open University

Scientific literacy is a key competence for social inclusion and active participation for a better world. Scientifically literate citizens, who understand the role of science in their lives, are more capable to discuss science in the media, evaluate public policies and make evidence-based decisions. Scientific skills, however, are promoted basically through formal education where teachers help students design and evaluate inquiry, interpret data as well as communicate scientific explanations (PISA 2015). This research argues the importance of promoting scientific literacy through not only schools and Universities (formal learning), but also open online courses and programmes of community-based learning (nonformal learning) as well as daily life activities, open educational resources and social networks (informal learning). This paper presents a collaborative research on scientific citizenship developed by the Open University UNITED KINGDOM (OU) through the European project weSPOT for inquiry based learning and the Universidade do Estado da Bahia (UNEB), coordinator of the Telecentros.BR training programme for Digital Inclusion in Brazil. The European weSPOT project (2013-2015) is a working environment with social, personal and open technologies for inquiry based learning (IBL) in formal , non-formal and informal contexts. The Telecentros.BR training programme (2013-2014) is a non-credit online course supported by the Brazil Government, whose participants are more than 2500 young educators in diverse areas with low access to digital technology. The role of these young educators is to promote better use of ICT and support the Telecentro.BR’s projects created by the communities for their development in various dimensions. The objective of this research was to create a framework for applying co-inquiry - collaborative open inquiry to scaffold citizen’s scientific skills through digital technologies . Based on semi-structured interviews and surveys, Telecentros.BR participants’ interests, competences and needs were collected and analysed for drawing this co-inquiry framework. Its aims is to bring diverse participants together (learners ,educators and academics) for developing collective investigation in the Telecentros.BR’s communities through weSPOT. This framework, drawn on qualitative and quantitative study, synthesizes key abilities related to multiple literacies to foster scientific skills in the digital age of open education, open science and open citizenship.

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