State of the Art in Chemistry teaching: teaching practice and learning

• Autor(a) principal: Cruz, Anderson Rodrigo da
• Data de Publicação: 2022
• Outros Autores: Carbo, Leandro, Joerke, Gabriel Antonio Ogaya
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/33959
• topic: Metodología Activa; Prácticas Innovadoras; Base de Datos; Enseñanza.; Metodologias Ativas; Base de dados; Práticas Inovadoras; Ensino.; Active Methodology; Innovative Practices; Data base; Teaching.

This article, part of a broader master's study on Chemistry Teaching in High School, aims to map academic productions on innovative didactic-pedagogical mediations. For that, as a methodology, we used the research called State of the Art, of bibliographic nature. We chose three specialized journals on the teaching of Chemistry, from 2017 to 2022: Revista da Sociedade Brasileira de Ensino de Química (ReSBEnQ), Revista Debates em Ensino de Química (REDEQUIM) and Revista Química Nova na Escola (QNEsc). The descriptors used for the search were: “Chemistry Teaching in Brazil”, “Mediations and Strategies in Chemistry Teaching” and “Learning in Chemistry Teaching”. After selecting the data produced, we reached a number of 145 publications in the three journals, of which, five articles in ReSBEnQ, sixty-three in REDEQUIM and seventy-seven publications in QNEsc. In this context, some final considerations can be pointed out: in addition to the innovative practices found, two caught our attention: those in which teachers manage to establish relationships between Chemistry and other areas of knowledge, apparently without affinities (literature, reading, art), to facilitate the conceptual understanding of chemical elements; on the other hand, the didactic-pedagogical experiences of Chemistry teachers aimed at students with special educational needs.