TEACHING KNOWLEDGE IN THE AREA OF SCIENCE EDUCATION: A SYSTEMATIC REVIEW

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Keywords:

teaching knowledge, science education, in service teachers

Abstract

In this work, we carried out a systematic review of the literature in order to understand
how teaching knowledge has been investigated in the area of Science Teaching in Brazil and to discuss
the main contributions and limitations of these papers. We carried out our searches in the Bank of Theses
and Dissertations of CAPES and in the Portal of Journal of CAPES, from a thematic cut, but not
temporal. Based on the defined inclusion and exclusion criteria, we obtained a total of 64 works (theses,
dissertations and articles). Through these works, we identified and characterized five research axes:
teaching knowledge mobilized by science teachers; teaching knowledge and professional identity;
processes of construction and development of teaching knowledge; contributions of training courses and
programs in the constitution of teaching knowledge; other foci. We observed that studies that only seek
to identify teaching knowledge from an individual perspective of analysis prevail by prioritizing, mainly,
methods of categorization and content analysis. Limitations like this point to the need for an effort to be made in order to expand the scope of the investigations in order to include and consider, from an
ethnographic perspective, the analysis of this teaching knowledge as a social phenomenon, which is built
in the interaction of the teacher with his students, with his peers and other members of the educational
community.

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Author Biographies

Thais Mara Anastácio Oliveira, Universidade Federal de Ouro Preto

Mestre e Doutoranda em Educação pela Universidade Federal de Ouro Preto (UFOP), Orcid: https://orcid.org/0000-0001-6907-6335, Ouro Preto, Minas Gerais, Brasil. E-mail: thais.anastaciooliveira@gmail.com.

Nilmara Braga Mozzer, Universidade Federal de Ouro Preto

Mestre e Doutora em Educação pela Faculdade de Educação (FAE) da Universidade Federal de Minas Gerais (UFMG). Professora do Departamento de Química e membro permanente do Programa de Pós-graduação em Educação da Universidade Federal de Ouro Preto (UFOP). Coordenadora do grupo de pesquisa Práticas Científicas e Epistêmicas na Educação em Ciências (UFOP).

 

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Published

2024-10-25

How to Cite

Oliveira, T. M. A., & Mozzer, N. B. (2024). TEACHING KNOWLEDGE IN THE AREA OF SCIENCE EDUCATION: A SYSTEMATIC REVIEW. Educação Em Revista, 40(40). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/45844

Issue

Vol. 40

Section

Artigos

License

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