Curriculum in natural sciences in Latin America: analysis of research production

Autores:: Cristancho, Jaime

Tipo de recurso:: Article of journal

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Curriculum in natural sciences in Latin America: analysis of research production
title	Curriculum in natural sciences in Latin America: analysis of research production
spellingShingle	Curriculum in natural sciences in Latin America: analysis of research production Curriculum Natural sciences Teaching Currículo Ciencias naturales Enseñanza Ciencias naturais Ensino
title_short	Curriculum in natural sciences in Latin America: analysis of research production
title_full	Curriculum in natural sciences in Latin America: analysis of research production
title_fullStr	Curriculum in natural sciences in Latin America: analysis of research production
title_full_unstemmed	Curriculum in natural sciences in Latin America: analysis of research production
title_sort	Curriculum in natural sciences in Latin America: analysis of research production
dc.creator.fl_str_mv	Cristancho, Jaime
dc.contributor.author.spa.fl_str_mv	Cristancho, Jaime
dc.subject.none.fl_str_mv	Curriculum Natural sciences Teaching Currículo Ciencias naturales Enseñanza Ciencias naturais Ensino
topic	Curriculum Natural sciences Teaching Currículo Ciencias naturales Enseñanza Ciencias naturais Ensino
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-03-07 00:00:00 2026-04-16T17:40:50Z
dc.date.available.none.fl_str_mv	2023-03-07 00:00:00
dc.date.issued.none.fl_str_mv	2023-03-07
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.none.fl_str_mv	10.19053/22160159.v14.n37.2023.15616
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dc.relation.references.none.fl_str_mv	Acosta, D. (2016). Curriculum design from a cultural perspective of the Zenu community in the area of natural sciences and environmental education. Revista Científica, 4(27), 318-327. https://doi.org/10.14483/udistrital.jour.RC.2016.27.a2 Adúriz-Bravo, A., Duschl, R., & Izquierdo M. (2003). Science curriculum development as a technology based on didactical knowledge. Journal of Science Education, 4(2), 64-69. Andueza, A. (2016). Writing as a tool for meaningful learning: A quasi-experiment in science class. Revista Complutense de Educación, 27(2), 653-668. https://doi.org/10.5209/rev_RCED.2016.v27.n2.46918 Apa-Terrero, Y., Olive-Iglesias, M., & Lemus-Reyes, F. (2019). Curricular strategy «English communicative competence» to favor the comprehension of scientific texts in inorganic chemistry. Luz, 18(4), 14-22. Archila, P., & Truscott, A. (2020). Bilingual teaching practices in university science courses: How do biology and microbiology students perceive them? Journal of Language Identity and Education, 19(3), 163-178. https://doi.org/10.1080/15348458.2019.1654868 Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007 Ausubel, D. (1978). Psicología educativa. Un punto de vista cognoscitivo. Trillas. Author, (2014). Avendaño, A., & Álvarez, M. (2019). The natural sciences, a space to treat the interculturality in the regular classroom. Revista Conrado, 15(68), 222-229. Batista-Freyre, Y., Proenza-Garrido, Y., & Hidalgo-Herrera, R. (2016). Systemic structuration for the experiential problem solving in the area of natural sciences. Luz, 15(4), 33-44. Bedin, E., & Pino del, J. (2018). Study Situation as an artifact for a methodological qualification in the initial formation of chemistry teachers: A specific case of Circles of Conversations. Educar em Revista, 34(69), 293-309. https://doi.org/10.1590/0104-4060.53297 Blanchar-Anez, J. (2020). Characteristics of pedagogical practice in the chemical area. Revista Científica, 1(37), 30-57. https://doi.org/10.14483/23448350.14855 Candela, B. (2020). Orality, reading and writing mediator competences of the learning of the chemistry curriculum: The case of the chemical equilibrium. Revista Científica, 1(37), 18-29. https://doi.org/10.14483/23448350.14839 Eck van, N. (2011). Methodological Advances in Bibliometric Mapping of Science. Research Institute of Management. http://hdl.handle.net/1765/26509 Eck van, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3 Ferreira, M., Santos dos, A., & Terreri, L. (2016). Biological sciences teacher training curriculum: for a discursive approach to investigate the relation between theory and practice. ETD - Educação Temática Digital, 18(2), 495-510. https://doi.org/10.20396/etd.v18i2.8644089 Feyerabend. (1981). On the interpretation of scientific theories. Cambridge University Press. Gallego Torres, A. P. (2007). Science, history, science philosophy and sience education: the specialist communit Tecné, Episteme y Didaxis: TED, (22). DOI: https://doi.org/10.17227/ted.num22-384 Garcês, B., Santos, K., & Oliveira de, C. (2018). Project-based learning in the teaching of metabolic biochemistry. Revista Ibero-Americana de Estudos em Educação, 13(special), 526-533. https://doi.org/10.21723/riaee.nesp1.v13.2018.11448 Goes, L. F., Fernandez, C., & Eilks, I. (2020). The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences, 10(7), 170. https://doi.org/10.3390/educsci10070170 González, G., & Martínez, L. (2019). The natural sciences from the perspective of science, technology, society and environment: a respective proposal for the learning of chemistry. Revista Conrado, 15(67), 205-212. Hurst, G., Slootweg, J., Balu, A., Climent-Bellido, M., Gomera, A., Gómez, P., Luque, R., Mammino, L., Spanevello, R., Saito, K., & Ibanez, J. (2019). International Perspectives on Green and Sustainable Chemistry Education via Systems Thinking. Journal of Chemical Education, 12(96), 2794-2804. https://doi.org/10.1021/acs.jchemed.9b00341 Kuhn, T. S (2019). La estructura de las revoluciones científicas. Fondo de Cultura Económica. Lakatos, I., Worrall, J., & Currie, G. (1983). La metodología de los programas de investigación científica (No. 001.42 L35). Madrid: Alianza Editorial. Luca de, B., Nudel, C., González, R., & Nusblat, A. (2017). Introducing the concept of biocatalysis in the classroom: the conversion of cholesterol to provitamin D3. Biochemistry and Molecular Biology Education, 45(2), 105-114. https://doi.org/10.1002/bmb.20995 Luvison, L. (2020). The centrality of evolution in biology teaching: Towards a pluralistic perspective. Journal of Biological Education, 56(1), 109-120. https://doi.org/10.1080/00219266.2020.1757486 Matthews, M. (1991). Un lugar para la historia de la filosofía en la enseñanza de las ciencias. Comunicación, Lenguaje y Educación, (11-12), 141-156 https://DOI: 10.1080/02147033.1991.10820987 Melo, L., Canada, F., Mellado, V., & Buitrago, A. (2016). Pedagogical content knowledge development in the case of the electric charge teaching in high school from classroom practice. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 459-475. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i2.16 Novak, J. D. (1988). Constructivismo humano: un consenso emergente. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, 213-223. Parra, A., Ordenes, J., & Fuente de la, M. (2018). Learning abstract physical concepts from experience: Design and use of an RC circuit. The Physics Teacher, 56(5), 310-312. https://doi.org/10.1119/1.5033878 Pérez, F., & Carballosa, A. (2018). Natural sciences complex problem solving in basic education. Revista Conrado, 14(64), 133-138. Pérez, D. G., Alís, J. C., & Terrades, F. M. (1999). El surgimiento de la didáctica de las ciencias como campo específico de conocimientos. Revista educación y pedagogía, 11(25), 13-65. Piaget, J. (1970). Genetic epistemology. Columbia University Press. Pino, M., & Filenko, M. (2017). The curricular design of the optional course: The teaching of the resolution of the physical-educational problems. Atenas, 3(39), 80-95. Porlán, R., & Rivero, A. (1998). El conocimiento de los profesores: una propuesta formativa en el área de ciências (No. Sirsi) i9788487118753). Pozo, J., Pérez, M., Domínguez, J., Gómez, M., & Postigo Y. (1994). Solución de problemas. Madrid Santillana. Rodrigues, M., Moraes de, M., & Pereira, N. (2020). Rural Education and Chemistry teaching: Experiments in schools of the countryside in the Mato Grosso state. Revista Brasileira de Educação do Campo, 5, e6863. https://doi.org/10.20873/uft.rbec.e6863 Rodrigues, P. (2018). Training science teachers to an inclusive pedagogical practice. Revista Ibero-Americana de Estudos em Educação, 13(special), 1449-1458. https://doi.org/10.21723/riaee.v13.nesp2.set2018.11654 Serrato, D. (2020). Training of biology teachers: A look at the National Pedagogic University. Praxis & Saber, 11(27), e10816. https://doi.org/10.19053/22160159.v11.n27.2020.10816 Silva, H. M., & Mortimer, E. F. (2020). Teachers’ Conceptions about the Origin of Humans in the Context of Three Latin American Countries with Different Forms and Degrees of Secularism. Science & Education, 29(3), 691-711. https://doi.org/10.1007/s11191-020-00124-8 Silva, T., & Galembeck, E. (2017). Developing and Supporting Students’ Autonomy To Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments. Journal of Chemical Education, 94(1), 52-60. https://doi.org/10.1021/acs.jchemed.6b00326 Soares, Z., Monteiro, S., Fraga, L., & Rebello, S. (2018). The use of a multimidia game about sida among students: contributions to teaching science. Cadernos de Educação, Tecnologia e Sociedade, 11(2), 323-333. https://doi.org/10.14571/brajets.v11.n2.323-333 Tavares, G. M., & Bobrowski, V. L. (2018). Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university. International Journal of Science Education, 40(4), 442-458. https://doi.org/10.1080/09500693.2018.1429031 Taverna, M., Polo, M., Zocola, M., & Bertero, M. (2019). Inclusion of children and adolescents with mild disabilities in the scientific area through a novel workshop as a didactic strategy. International Journal of Special Education, 33(4), 925-937. Toulmin, D. (1972). Human Understanding. Princeton University Press Urbizagástegui, R. (1996). Una revisión crítica de la Ley de Bradford. Investigación Bibliotecológica, 10, 16-26. Vera, M., Lucero, I., Stoppello, M., & Petris, R. (2019). General Chemistry content learning using videos in Engineering careers. Innoeduca Revista, 5(2), 151-158. https://doi.org/10.24310/innoeduca.2019.v5i2.3566
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dc.relation.ispartofjournal.spa.fl_str_mv	Praxis & Saber
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dc.relation.citationedition.spa.fl_str_mv	Núm. 37 , Año 2023 : 40 años de La Hermenéutica del sujeto: cuestiones para pensar la educación contemporánea
dc.rights.none.fl_str_mv	Jaime Ricardo Cristancho Chinome - 2023
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spelling	Cristancho, Jaime2023-03-07 00:00:002026-04-16T17:40:50Z2023-03-07 00:00:002023-03-072216-0159https://repositorio.uptc.edu.co/handle/001/2128910.19053/22160159.v14.n37.2023.156162462-8603https://doi.org/10.19053/22160159.v14.n37.2023.15616text/xmlapplication/pdftext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaJaime Ricardo Cristancho Chinome - 2023http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/15616CurriculumNatural sciencesTeachingCurrículoCiencias naturalesEnseñanzaCiencias naturaisEnsinoCurriculum in natural sciences in Latin America: analysis of research productionArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Acosta, D. (2016). Curriculum design from a cultural perspective of the Zenu community in the area of natural sciences and environmental education. Revista Científica, 4(27), 318-327. https://doi.org/10.14483/udistrital.jour.RC.2016.27.a2 Adúriz-Bravo, A., Duschl, R., & Izquierdo M. (2003). Science curriculum development as a technology based on didactical knowledge. Journal of Science Education, 4(2), 64-69. Andueza, A. (2016). Writing as a tool for meaningful learning: A quasi-experiment in science class. Revista Complutense de Educación, 27(2), 653-668. https://doi.org/10.5209/rev_RCED.2016.v27.n2.46918 Apa-Terrero, Y., Olive-Iglesias, M., & Lemus-Reyes, F. (2019). Curricular strategy «English communicative competence» to favor the comprehension of scientific texts in inorganic chemistry. Luz, 18(4), 14-22. Archila, P., & Truscott, A. (2020). Bilingual teaching practices in university science courses: How do biology and microbiology students perceive them? Journal of Language Identity and Education, 19(3), 163-178. https://doi.org/10.1080/15348458.2019.1654868 Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007 Ausubel, D. (1978). Psicología educativa. Un punto de vista cognoscitivo. Trillas. Author, (2014). Avendaño, A., & Álvarez, M. (2019). The natural sciences, a space to treat the interculturality in the regular classroom. Revista Conrado, 15(68), 222-229. Batista-Freyre, Y., Proenza-Garrido, Y., & Hidalgo-Herrera, R. (2016). Systemic structuration for the experiential problem solving in the area of natural sciences. Luz, 15(4), 33-44. Bedin, E., & Pino del, J. (2018). Study Situation as an artifact for a methodological qualification in the initial formation of chemistry teachers: A specific case of Circles of Conversations. Educar em Revista, 34(69), 293-309. https://doi.org/10.1590/0104-4060.53297 Blanchar-Anez, J. (2020). Characteristics of pedagogical practice in the chemical area. Revista Científica, 1(37), 30-57. https://doi.org/10.14483/23448350.14855 Candela, B. (2020). Orality, reading and writing mediator competences of the learning of the chemistry curriculum: The case of the chemical equilibrium. Revista Científica, 1(37), 18-29. https://doi.org/10.14483/23448350.14839 Eck van, N. (2011). Methodological Advances in Bibliometric Mapping of Science. Research Institute of Management. http://hdl.handle.net/1765/26509 Eck van, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3 Ferreira, M., Santos dos, A., & Terreri, L. (2016). Biological sciences teacher training curriculum: for a discursive approach to investigate the relation between theory and practice. ETD - Educação Temática Digital, 18(2), 495-510. https://doi.org/10.20396/etd.v18i2.8644089 Feyerabend. (1981). On the interpretation of scientific theories. Cambridge University Press. Gallego Torres, A. P. (2007). Science, history, science philosophy and sience education: the specialist communit Tecné, Episteme y Didaxis: TED, (22). DOI: https://doi.org/10.17227/ted.num22-384 Garcês, B., Santos, K., & Oliveira de, C. (2018). Project-based learning in the teaching of metabolic biochemistry. Revista Ibero-Americana de Estudos em Educação, 13(special), 526-533. https://doi.org/10.21723/riaee.nesp1.v13.2018.11448 Goes, L. F., Fernandez, C., & Eilks, I. (2020). The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences, 10(7), 170. https://doi.org/10.3390/educsci10070170 González, G., & Martínez, L. (2019). The natural sciences from the perspective of science, technology, society and environment: a respective proposal for the learning of chemistry. Revista Conrado, 15(67), 205-212. Hurst, G., Slootweg, J., Balu, A., Climent-Bellido, M., Gomera, A., Gómez, P., Luque, R., Mammino, L., Spanevello, R., Saito, K., & Ibanez, J. (2019). International Perspectives on Green and Sustainable Chemistry Education via Systems Thinking. Journal of Chemical Education, 12(96), 2794-2804. https://doi.org/10.1021/acs.jchemed.9b00341 Kuhn, T. S (2019). La estructura de las revoluciones científicas. Fondo de Cultura Económica. Lakatos, I., Worrall, J., & Currie, G. (1983). La metodología de los programas de investigación científica (No. 001.42 L35). Madrid: Alianza Editorial. Luca de, B., Nudel, C., González, R., & Nusblat, A. (2017). Introducing the concept of biocatalysis in the classroom: the conversion of cholesterol to provitamin D3. Biochemistry and Molecular Biology Education, 45(2), 105-114. https://doi.org/10.1002/bmb.20995 Luvison, L. (2020). The centrality of evolution in biology teaching: Towards a pluralistic perspective. Journal of Biological Education, 56(1), 109-120. https://doi.org/10.1080/00219266.2020.1757486 Matthews, M. (1991). Un lugar para la historia de la filosofía en la enseñanza de las ciencias. Comunicación, Lenguaje y Educación, (11-12), 141-156 https://DOI: 10.1080/02147033.1991.10820987 Melo, L., Canada, F., Mellado, V., & Buitrago, A. (2016). Pedagogical content knowledge development in the case of the electric charge teaching in high school from classroom practice. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 459-475. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i2.16 Novak, J. D. (1988). Constructivismo humano: un consenso emergente. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, 213-223. Parra, A., Ordenes, J., & Fuente de la, M. (2018). Learning abstract physical concepts from experience: Design and use of an RC circuit. The Physics Teacher, 56(5), 310-312. https://doi.org/10.1119/1.5033878 Pérez, F., & Carballosa, A. (2018). Natural sciences complex problem solving in basic education. Revista Conrado, 14(64), 133-138. Pérez, D. G., Alís, J. C., & Terrades, F. M. (1999). El surgimiento de la didáctica de las ciencias como campo específico de conocimientos. Revista educación y pedagogía, 11(25), 13-65. Piaget, J. (1970). Genetic epistemology. Columbia University Press. Pino, M., & Filenko, M. (2017). The curricular design of the optional course: The teaching of the resolution of the physical-educational problems. Atenas, 3(39), 80-95. Porlán, R., & Rivero, A. (1998). El conocimiento de los profesores: una propuesta formativa en el área de ciências (No. Sirsi) i9788487118753). Pozo, J., Pérez, M., Domínguez, J., Gómez, M., & Postigo Y. (1994). Solución de problemas. Madrid Santillana. Rodrigues, M., Moraes de, M., & Pereira, N. (2020). Rural Education and Chemistry teaching: Experiments in schools of the countryside in the Mato Grosso state. Revista Brasileira de Educação do Campo, 5, e6863. https://doi.org/10.20873/uft.rbec.e6863 Rodrigues, P. (2018). Training science teachers to an inclusive pedagogical practice. Revista Ibero-Americana de Estudos em Educação, 13(special), 1449-1458. https://doi.org/10.21723/riaee.v13.nesp2.set2018.11654 Serrato, D. (2020). Training of biology teachers: A look at the National Pedagogic University. Praxis & Saber, 11(27), e10816. https://doi.org/10.19053/22160159.v11.n27.2020.10816 Silva, H. M., & Mortimer, E. F. (2020). Teachers’ Conceptions about the Origin of Humans in the Context of Three Latin American Countries with Different Forms and Degrees of Secularism. Science & Education, 29(3), 691-711. https://doi.org/10.1007/s11191-020-00124-8 Silva, T., & Galembeck, E. (2017). Developing and Supporting Students’ Autonomy To Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments. Journal of Chemical Education, 94(1), 52-60. https://doi.org/10.1021/acs.jchemed.6b00326 Soares, Z., Monteiro, S., Fraga, L., & Rebello, S. (2018). The use of a multimidia game about sida among students: contributions to teaching science. Cadernos de Educação, Tecnologia e Sociedade, 11(2), 323-333. https://doi.org/10.14571/brajets.v11.n2.323-333 Tavares, G. M., & Bobrowski, V. L. (2018). Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university. International Journal of Science Education, 40(4), 442-458. https://doi.org/10.1080/09500693.2018.1429031 Taverna, M., Polo, M., Zocola, M., & Bertero, M. (2019). Inclusion of children and adolescents with mild disabilities in the scientific area through a novel workshop as a didactic strategy. International Journal of Special Education, 33(4), 925-937. Toulmin, D. (1972). Human Understanding. Princeton University Press Urbizagástegui, R. (1996). Una revisión crítica de la Ley de Bradford. Investigación Bibliotecológica, 10, 16-26. Vera, M., Lucero, I., Stoppello, M., & Petris, R. (2019). General Chemistry content learning using videos in Engineering careers. Innoeduca Revista, 5(2), 151-158. https://doi.org/10.24310/innoeduca.2019.v5i2.3566e1561637e1561614Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/15616/14360https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/15616/12766https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/15616/12767https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/15616/12768Núm. 37 , Año 2023 : 40 años de La Hermenéutica del sujeto: cuestiones para pensar la educación contemporáneaPublicationOREORE.xmltext/xml2618https://repositorio.uptc.edu.co/bitstreams/659daf3e-2030-405f-8126-b40f1ca14459/downloade9009364a859c79d7f71951470ed3a7fMD51falseAnonymousREAD001/21289oai:repositorio.uptc.edu.co:001/212892026-10-29 13:35:17.719http://creativecommons.org/licenses/by-nc/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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