DIGITAL LITERACY AND SCIENTIFIC LITERACY IN SCIENCE EDUCATION: PEDAGOGICAL POSSIBILITIES IN THE DIGITAL AGE

Abstract

The increasing circulation of scientific information in digital environments has expanded the demands of science education, making the integration of scientific literacy and digital literacy increasingly relevant. This study aimed to analyze the contributions of digital literacy to the development of scientific literacy, considering the use of digital media, Extended Reality technologies, and active learning methodologies. This is a qualitative, exploratory-descriptive literature review conducted using the Google Scholar, Scopus, PubMed, and SciELO databases. The results indicate that digital literacy encompasses competencies that go beyond the technical mastery of technologies, including critical evaluation of information, collaboration, creation, problem-solving, and the ethical use of digital resources. Digital media and Extended Reality have the potential to enhance interaction, the representation of scientific phenomena, and students’ active participation, particularly when integrated with Project-Based Learning. It is concluded that the integration of technologies into science education can foster a more critical, active, and contextualized scientific education, provided that it is guided by pedagogical intentionality and qualified teacher mediation.