The Biology of Cognition in the context of scientific literacy: a theoretical-conceptual perspective

Abstract

Scientific literacy emphasizes the ability to understand scientific concepts and apply them to everyday situations and problem solving; however, the development of this competence remains incipient. This article argues that the Biology of Cognition, developed by Humberto Maturana and Francisco Varela, provides a relevant theoretical framework for understanding this process. This theoretical-conceptual study examines the definition, importance, and main aspects of scientific literacy and the Biology of Cognition, with the aim of clarifying these concepts and identifying connections between them in science education. From this perspective, knowledge is not conceived as the mere reception of information, but as an active process that emerges from the dynamic relationship between organism/person and environment, supported by processes such as autopoiesis, structural coupling, and embodied cognition. Accordingly, scientific literacy is understood as a competence constructed through perception–action and action–perception cycles, in which students produce meaning by exploring phenomena, formulating hypotheses, testing explanations, and relating scientific concepts to lived experience. As a pedagogical implication, the study argues that investigative, active, and situated practices foster meaningful learning by bringing science closer to everyday life and strengthening students’ critical and informed engagement with real-world problems.