<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2019000100069</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2019.1.63305</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Determinação de níveis de letramento científico a partir da resolução de casos investigativos envolvendo questões sociocientíficas]]></article-title>
<article-title xml:lang="en"><![CDATA[Determination of scientific literacy levels from investigative cases involving socio-scientific issues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Mikeas Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[Karen Cacilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Instituto de Química de São Carlos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba Departamento de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>69</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2019000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2019000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2019000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo La alfabetización científica es la capacidad de involucrarse en temas relacionados con la ciencia y la ciencia en sí misma, como un ciudadano reflexivo. Existe una preocupación acerca de los niveles de alfabetización científica de los estudiantes y la población en general. La literatura muestra dificultades y escasez de estudios que realizan este tipo de enfoque. Este estudio tuvo como objetivo presentar los niveles de alfabetización científica de una clase de preparatoria a partir de la lectura, escritura y argumentación utilizada para resolver casos de investigación. Así, se crearon dos casos de investigación con los temas Diabetes Mellitus y Repelentes y se aplicaron en dos clases de una escuela secundaria brasileña, para 60 estudiantes. Para el análisis de los resultados, se definieron cinco indicadores de alfabetización científica (percepción de la ciencia y la tecnología en la vida diaria, trabajo con información científica, resolución de problemas, lenguaje científico y argumentación) y se atribuyeron cuatro niveles de alfabetización científica a cada uno de ellos. Del análisis de la presentación oral y los textos producidos por los estudiantes para resolver los casos, llegamos a la conclusión que la mayoría de los estudiantes están terminando la escuela secundaria con niveles inadecuados de alfabetización científica, además de tener grandes dificultades para tomar decisiones, argumentar y percibir la ciencia en sus vidas cotidianas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Scientific Literacy is the ability to get involved with the issues related to science and the science itself, as a reflective citizen. There is a concern about scientific literacy levels of students and the general population, and the literature displays difficulties and shortage of studies that perform this type of approach. This study aimed to present the scientific literacy levels of a high school graduating class from the reading, writing and argumentation used in solving investigative cases. Thus, two investigative cases were created with the issues Diabetes Mellitus and Repellents, and applied in two classes of a Brazilian high school, for 60 students. For the analysis of the results, five scientific literacy indicators (perception of science and technology in daily life, working with scientific information, problem solving, scientific language and argumentation) were defined and four levels of scientific literacy were attributed to each of them. From the analysis of the oral presentation and texts produced by the students in solving the cases, we concluded that the majority of students analyzed are ending high school with inadequate levels of scientific literacy, besides having great difficulties in decision making, arguing and perceiving science in their daily lives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[alfabetización científica]]></kwd>
<kwd lng="pt"><![CDATA[casos de investigación]]></kwd>
<kwd lng="pt"><![CDATA[educación científica]]></kwd>
<kwd lng="pt"><![CDATA[argumentación.]]></kwd>
<kwd lng="en"><![CDATA[scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[investigative cases]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
</kwd-group>
</article-meta>
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