In what aspects is the scientific literacy of high school students more deficient?

In this article, a study is carried out on various definitions of scientific literacy. Based on them, a series of indicators is developed and an experimental design is presented that aims to assess the degree of scientific literacy of the scientific and technological high school students (GCT) and that of the humanities and social sciences (GHS) in these aspects, comparing them each. The results show that conceptually the GCT students have a higher degree of scientific knowledge than the GHS students. On the other hand, it is striking that in the face of attitudinal and science-technology-society relations there are no significant differences between students of different modalities.