Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/196080 |
Resumo: | This article aimed to map some parameters of the Research in Chemistry Teaching in Brazil from the analysis of the publications of six specialized journals. For this purpose, scientometric indicators of production and documentary analysis of 333 articles identified between 2002 and 2017 were used. The results show an increase in the number of publications on chemistry teaching, especially since 2009, being the third most representative area within the natural sciences, with a projection of equality between physics and biology. Publications show a regional predominance from the Southeast and South and from the states of São Paulo, Rio Grande do Sul and Minas Gerais, with a growth trend in the Northeast region. Investigations with students (higher and secondary education) and basic education teachers are the most recurrent. With respect to the thematic nature, questions about teaching and learning from the perspective of the teacher’s theoretical and practical knowledge, pedagogical actions in the classroom, development of concepts and thinking, already consolidated in the area, prevail. In general, these data are in line with international studies and a research agenda focused on empirical investigations and concentrated on issues of teaching and training of undergraduates and teaching practices and knowledge. The themes of diversity, technologies, and non-schooling spaces are still not very representative, and can be considered research gaps. Among the challenges of the area are the greater participation of school institutions in knowledge production, the reduction of regional asymmetries, as well as international collaboration. |
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Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializadosResearch in teaching chemistry in Brazil between 2002 and 2017 from specialized journalsBibliographic researchResearch in Chemistry teachingScientific articlesPesquisa bibliográficaPesquisa em ensino de QuímicaArtigos científicosThis article aimed to map some parameters of the Research in Chemistry Teaching in Brazil from the analysis of the publications of six specialized journals. For this purpose, scientometric indicators of production and documentary analysis of 333 articles identified between 2002 and 2017 were used. The results show an increase in the number of publications on chemistry teaching, especially since 2009, being the third most representative area within the natural sciences, with a projection of equality between physics and biology. Publications show a regional predominance from the Southeast and South and from the states of São Paulo, Rio Grande do Sul and Minas Gerais, with a growth trend in the Northeast region. Investigations with students (higher and secondary education) and basic education teachers are the most recurrent. With respect to the thematic nature, questions about teaching and learning from the perspective of the teacher’s theoretical and practical knowledge, pedagogical actions in the classroom, development of concepts and thinking, already consolidated in the area, prevail. In general, these data are in line with international studies and a research agenda focused on empirical investigations and concentrated on issues of teaching and training of undergraduates and teaching practices and knowledge. The themes of diversity, technologies, and non-schooling spaces are still not very representative, and can be considered research gaps. Among the challenges of the area are the greater participation of school institutions in knowledge production, the reduction of regional asymmetries, as well as international collaboration.Este artigo se propôs a mapear alguns parâmetros da Pesquisa em Ensino de Química no Brasil a partir de análise das publicações de seis periódicos especializados. Para tanto, foram empregados indicadores cienciométricos de produção e análise documental de 333 artigos publicados entre 2002 e 2017. Os resultados evidenciam crescimento das publicações sobre ensino de química, especialmente a partir de 2009, sendo a terceira área mais representativa dentro das ciências da natureza, com uma projeção de equiparação entre a física e a biologia. As publicações exibem predominância regional do Sudeste e do Sul e dos estados de São Paulo, Rio Grande do Sul e Minas Gerais, com uma tendência de crescimento da região Nordeste. Investigações com estudantes (ensino superior e médio) e professores da educação básica são os mais recorrentes. Quanto à natureza temática, prevalecem questões sobre o ensino e a aprendizagem sob a perspectiva do conhecimento teórico e prático do professor, ações pedagógicas em sala de aula, desenvolvimento de conceitos e do pensamento, já consolidados na área. No geral, estes dados sinalizam consonância com estudos internacionais e uma agenda de pesquisa focada em investigações empíricas e concentrada em questões de ensino e formação de graduandos e das práticas e saberes docentes. Os temas diversidade, tecnologias e espaços não escolares são ainda pouco representativos, podendo ser considerados lacunas de pesquisas. Dentre os desafios da área estão a maior participação das instituições escolares na produção do conhecimento, a diminuição das assimetrias regionais, bem como a colaboração internacional.Universidade de São Paulo. Faculdade de Educação2022-03-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19608010.1590/S1678-4634202248239057Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e239057Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e239057Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2390571678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/196080/180825https://www.revistas.usp.br/ep/article/view/196080/180824https://www.revistas.usp.br/ep/article/view/196080/180823Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessOliveira, Iara Terra de Steil, Leonardo José Francisco Junior, Wilmo Ernesto 2022-03-29T20:04:58Zoai:revistas.usp.br:article/196080Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-03-29T20:04:58Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados Research in teaching chemistry in Brazil between 2002 and 2017 from specialized journals |
title |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
spellingShingle |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados Oliveira, Iara Terra de Bibliographic research Research in Chemistry teaching Scientific articles Pesquisa bibliográfica Pesquisa em ensino de Química Artigos científicos |
title_short |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
title_full |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
title_fullStr |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
title_full_unstemmed |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
title_sort |
Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados |
author |
Oliveira, Iara Terra de |
author_facet |
Oliveira, Iara Terra de Steil, Leonardo José Francisco Junior, Wilmo Ernesto |
author_role |
author |
author2 |
Steil, Leonardo José Francisco Junior, Wilmo Ernesto |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Oliveira, Iara Terra de Steil, Leonardo José Francisco Junior, Wilmo Ernesto |
dc.subject.por.fl_str_mv |
Bibliographic research Research in Chemistry teaching Scientific articles Pesquisa bibliográfica Pesquisa em ensino de Química Artigos científicos |
topic |
Bibliographic research Research in Chemistry teaching Scientific articles Pesquisa bibliográfica Pesquisa em ensino de Química Artigos científicos |
description |
This article aimed to map some parameters of the Research in Chemistry Teaching in Brazil from the analysis of the publications of six specialized journals. For this purpose, scientometric indicators of production and documentary analysis of 333 articles identified between 2002 and 2017 were used. The results show an increase in the number of publications on chemistry teaching, especially since 2009, being the third most representative area within the natural sciences, with a projection of equality between physics and biology. Publications show a regional predominance from the Southeast and South and from the states of São Paulo, Rio Grande do Sul and Minas Gerais, with a growth trend in the Northeast region. Investigations with students (higher and secondary education) and basic education teachers are the most recurrent. With respect to the thematic nature, questions about teaching and learning from the perspective of the teacher’s theoretical and practical knowledge, pedagogical actions in the classroom, development of concepts and thinking, already consolidated in the area, prevail. In general, these data are in line with international studies and a research agenda focused on empirical investigations and concentrated on issues of teaching and training of undergraduates and teaching practices and knowledge. The themes of diversity, technologies, and non-schooling spaces are still not very representative, and can be considered research gaps. Among the challenges of the area are the greater participation of school institutions in knowledge production, the reduction of regional asymmetries, as well as international collaboration. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/196080 10.1590/S1678-4634202248239057 |
url |
https://www.revistas.usp.br/ep/article/view/196080 |
identifier_str_mv |
10.1590/S1678-4634202248239057 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/196080/180825 https://www.revistas.usp.br/ep/article/view/196080/180824 https://www.revistas.usp.br/ep/article/view/196080/180823 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e239057 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e239057 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e239057 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
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||revedu@usp.br |
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