Pesquisa em ensino de química no Brasil entre 2002 e 2017 a partir de periódicos especializados

Detalhes bibliográficos
Autor(a) principal: Oliveira, Iara Terra de
Data de Publicação: 2022
Outros Autores: Steil, Leonardo José, Francisco Junior, Wilmo Ernesto
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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spelling 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
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/196080
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url https://www.revistas.usp.br/ep/article/view/196080
identifier_str_mv 10.1590/S1678-4634202248239057
dc.language.iso.fl_str_mv por
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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
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rights_invalid_str_mv Copyright (c) 2022 Educação e Pesquisa
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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
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