SCIENTIFIC LITERACY IN BIOLOGY TEACHING: THE ROLE OF THE TEACHER IN THE TRAINING OF CRITICAL SUBJECTS

Abstract

This chapter aims to analyze in depth the role of teachers in promoting scientific literacy in Biology education, highlighting its importance in the development of critical, autonomous, and socially engaged individuals. The methodology is based on a qualitative literature review supported by well-established theoretical frameworks in science education, including authors such as Chassot, Sasseron, and Carvalho, as well as national curriculum guidelines. The results show that contextualized, inquiry- based, and interdisciplinary teaching practices significantly contribute to the development of critical thinking, scientific argumentation, and informed decision-making skills. It is observed that teachers, acting as mediators of knowledge, create learning environments that integrate theory and practice, encouraging the discussion of contemporary socioscientific issues such as health, environment, and biotechnology. It is concluded that scientific literacy in Biology education is essential for citizenship education, requiring teachers to adopt a reflective, critical, and socially committed approach, fostering meaningful and emancipatory science education.