Critical Thinking in Chemistry in Latin America (2004–2024): A Systematic Literature Review
DOI:
https://doi.org/10.36661/2595-4520.2026v9n2.15526Keywords:
Critical Thinking, Chemistry Education, Latin AmericaAbstract
This study conducted a systematic literature review following the PRISMA protocol, with the objective of identifying and characterizing pedagogical approaches that articulate the development of critical thinking in chemistry education in Latin America between 2004 and 2024. A total of 96 articles were analyzed, and the results reveal that Latin American publications focus on contextualized and socioscientific approaches, as well as on problem- and project-based practices aimed at promoting intellectual autonomy, ethical reflection, and the social understanding of science. There is a strong presence of investigative, argumentative, and interdisciplinary methodologies, which foster skills such as critical analysis, problem solving, evidence selection, and the construction of scientific arguments. When comparing continents, a higher volume of publications is observed in the Americas (49) and Asia (38), with particular emphasis on Latin America (27). Predominant approaches in the Latin American context include problematization, projects, inquiry, and integrated experimental practices, evidencing an educational scenario committed to the articulation between science, society, and investigative practice. Thus, there has been a temporal increase in publications, although further studies are still needed to explore specific and effective teaching strategies for developing critical thinking.
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