Curricular approaches in chemistry/science teaching: promoting critical education

Abstract

Education needs to meet the demands of a society in constant change. However, it is possible to note that the School has not been able to keep up with the rapid pace at which society has been transformed in recent decades, since the transmission-reception teaching model still predominates. This model hardly promotes fundamental skills for today's society, such as the development of critical thinking or citizen participation and, therefore, it is necessary to overcome it. To this end, different proposals for curricular reconfiguration have emerged, whose characteristics are presented in the literature. Thus, the objective of this research was to analyze theoretical approximations between emerging curricular approaches for the teaching of Chemistry/Science. For this, in this bibliographical study, scientific articles published by professors of a Postgraduate Program in Science and Mathematics Education were analyzed. The productions were examined in the light of the Discursive Textual Analysis (DTA), by means of which it was possible to identify curricular proposals such as the Study Situation, the Science-Technology-Society Approach, the Teaching of Science through Research, the Freirean Thematic Approach and the Approach to Socio-scientific Issues establishing theoretical approximations between them. It was observed that such approaches promote overcoming the transmission-reception teaching model and stimulate critical and reflective training.