Does Team-Based Learning (TBL) Promote Scientific Literacy and Literacy in Secondary Education?

Introduction: Scientific Literacy (SC) and Scientific Literacy (SL) in Natural Sciences teaching provide tools for understanding and arguing complex concepts by stimulating critical thinking, effective communication, and inquiry. TBL integrates individual and collective responsibilities, offers continuous feedback, and promotes collaborative knowledge construction. Objective: To evaluate the influence of TBL on the appropriation of concepts and discursive production about drugs and their effects among third-year high school students. Theoretical Framework: Based on active methodologies, with an emphasis on TBL and the principles of SC and SL to overcome the traditional model and foster investigative skills. Method: Qualitative-quantitative approach (Feb–May 2025) with five assessment instruments administered individually, in pairs, and in thematic teams. Analysis of conceptual mastery, quality of dissertative writing, and ethical use of digital tools. Results and discussion: 60% of students achieved Very Good (VG) or Good (G) grades, especially in well-organized teams; 25% achieved Fair (F), Insufficient (I), or Not Evaluated (NE), indicating challenges in academic writing, ABNT standards, and digital ethics. A positive correlation was observed between conceptual mastery, technical competence, and argumentative ability. TBL proved effective in promoting cooperation, mutual accountability, and student empowerment, supported by clear rubrics and formative feedback. Implications: The integration of TBL, SC, and SL fosters meaningful learning and prepares students for higher education. We recommend offering writing workshops, training in ABNT standards, and digital ethics modules to increase equity and quality. Originality/value: It presents unprecedented evidence on the application of TBL in Brazilian high schools and provides practical guidelines for Natural Sciences teachers.