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Facultad de Química, UNAM
Revista
Repositorio
Contacto
Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx
Barreto Brandão, Juliana, et al. (2024). Mapping of the Brazilian theses and articles about Chemistry teaching in STS teaching through social network analysis. Educación Química; Vol. 35, 2024: Número especial. Ciencia, Tecnología y Sociedad en la enseñanza de la Química; 40-55. Recuperado de https://repositorio.unam.mx/contenidos/4159039
Autor(es)
Barreto Brandão, Juliana; Damazio Bouzon, Júlia; dos Santos, Tais Conceição; Chrispino, Alvaro
Tipo
Artículo de Investigación
Área del conocimiento
Biología y Química
Título
Mapping of the Brazilian theses and articles about Chemistry teaching in STS teaching through social network analysis
Fecha
2024-09-30
Resumen
The Science-Technology-Society (STS) teaching approach is conceived to foster scientifically literate and critically thinking individuals, based on the social construction of science and technology. Seeking to go beyond mere preparatory aspects, research indicates a growing national interest in Chemistry education framed within this perspective. Thus, aiming to map the profile of Chemistry education within Brazilian STS teaching, this study modeled the social networks of academic theses defended between 1993 and 2022, and articles published in journals between 1998 and the first half of 2022. The analysis of the theses revealed an increase in research over the years, particularly focusing on teacher training. Additionally, the Federal University of Santa Catarina stood out in the social network of thesis evaluation committees, affirming the importance of the institution that pioneered the first STS program in Brazil. Regarding articles, it was observed that the journal Química Nova na Escola leads publications in this area, while the term "Teaching Materials" stood out in the keyword network, reflecting educators" efforts to reflect on their practices, consistent with the findings from the theses. Finally, from the analysis of the results, we infer that Chemistry education still has limited representation within Brazilian STS education. However, based on the mapped themes, there is a palpable concern regarding teaching practices.
Tema
Chemistry teaching; STS teaching; Social networks; Ensino de Química; Ensino CTS; Redes Sociais; Ensino de Química; Ensino CTS; Redes Sociais
Idioma
spa
ISSN
ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X
