Alfabetización Científica y Discurso Argumentativo: Enfoque Interdisciplinar en Ciencias Experimentales y Lengua En Bachillerato General Unificado

Steven Lenin Cedeño Anchundia; Cindy Mabel Macías Moreira; Carlos Antonio Mendoza Vera; Erika Monserrate Mendoza Loor; Diego Armando Bravo Vera

doi:10.63803/prisma.v2n2.31

Authors

Steven Lenin Cedeño Anchundia Ministerio de Educación del Ecuador Author
Cindy Mabel Macías Moreira Ministerio de Educación del Ecuador Author
Carlos Antonio Mendoza Vera Unidad Educativa la SALLE Author
Erika Monserrate Mendoza Loor Ministerio de Educación del Ecuador Author
Diego Armando Bravo Vera Ministerio de Educación del Ecuador Author

DOI:

https://doi.org/10.63803/prisma.v2n2.31

Keywords:

Scientific Literacy, Argumentation, Interdisciplinarity, Science Education, Language learning

Abstract

Scientific literacy is a fundamental competence in contemporary education, as it enables students to interpret scientific information, analyze evidence, and make informed decisions in everyday contexts. In the framework of the General Unified Baccalaureate, this competence is closely connected to the development of argumentative discourse, which plays a key role in the construction and communication of knowledge. This study examines the relationship between scientific literacy and argumentation from an interdisciplinary perspective that integrates experimental sciences and language education. Through a qualitative and documentary approach, relevant literature was analyzed to identify the benefits of incorporating argumentative practices into science teaching. The findings suggest that students who engage in structured argumentation activities improve their critical thinking, reasoning skills, and ability to express scientific ideas coherently. Furthermore, the integration of language and science fosters deeper conceptual understanding and promotes active participation in academic and social contexts, contributing to a more comprehensive and meaningful learning process.

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