A Inserção de Tecnologias Digitais no Ensino de Química: Uma Análise Bibliométrica

Abstract

The insertion of digital technologies in chemistry teaching has gained increasing relevance in the academic community. This study aimed to map and analyze the scientific production in the area through a bibliometric review. The methodology consisted of analyzing 742 documents published between 2020 and 2025. The results reveal a consistently growing research field, with the production of articles increasing each year. From this data, the productivity and impact analysis identified the Journal of Chemical Education as the main publication source and Brazil as one of the top 10 contributing countries. Authors such as Holme, T. and Cooper, M. were recognized as the most influential in the field. The thematic mapping revealed that the research is driven by central themes, such as the intersection between "chemistry, education, and students," with the emergence of research niches like educational technology and artificial intelligence. It is concluded that the field is dynamic and led by a well-defined group of researchers and institutions, but with a fragmented collaboration structure. The findings presented here provide a strategic view for identifying research gaps and advancing pedagogical practices in chemistry.