Content Organization Systems in Natural Sciences: A Bibliometric Review from 2010 to 2022
Sistemas de organización de contenidos en ciencias naturales: revisión bibliométrica entre 2010 y 2022
Sistemas de organização de conteúdos em ciências naturais: uma revisão bibliométrica entre 2010 e 2022
| 2024 | |
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contenidos de enseñanza ciencias naturales secuencia didáctica unidad didáctica teaching content natural sciences didactic sequence didactic unit conteúdo de ensino ciências naturais sequência didática unidade didática |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3744
https://hdl.handle.net/10895/4683 |
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| Acceso abierto |
| Sumario: | This paper presents a bibliometric analysis based on research studies published between 2010 and 2022 to address the question: How are the contents of natural sciences teaching organized, and what are their theoretical and methodological foundations? The search was conducted in the SciELO, Dialnet, Scopus, ProQuest, and Google Scholar databases using the following keywords: teaching and learning sequences, teaching sequence, learning sequence, didactic proposal, teaching proposal, didactic strategy, didactic unit, didactic sequence, classroom experience, classroom project, didactic system, and natural sciences (biology, physics, chemistry, astronomy, and geology). A total of 85 articles were found and analyzed according to three categories: 1) general characteristics of the articles, 2) the nature of the proposed experiences, and 3) mediating elements in the construction. The study established that the most commonly implemented content organization systems are "teaching and learning sequence," "didactic sequence," and "didactic unit." It was also observed that teachers are increasingly considering the contexts and realities of students in both content and strategies. Additionally, important elements were identified for teachers when designing content organization, including the history of sciences, cognitive-linguistic skills, new information technologies, and evaluation. |
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