Experimentação no ensino de Química: uma revisão sistemática de literatura da revista Química Nova na Escola (QNEsc) 2019-2024

Abstract

This article presents the results of a systematic literature review of articles published online in the Revista Química Nova na Escola (QNEsc) on the use of Experimentation in Chemistry teaching in the last 5 years (2019-2024). It is a descriptive systematic review research, with a bibliometric analysis of the scientific production of the QNEsc journal. A total of 31 articles related to experimentation in chemistry teaching were selected and analyzed. These articles were read in full, being qualified, quantified, and grouped into tables and graphs, in order to identify the periodicity of publications, considering the number of publications over the years, the levels and modalities of teaching, the regions of Brazil, demonstrative and investigative experimentation, and the chemistry contents addressed. The quantity of articles published in this area has an annual average of: 3 articles in 2019; 7 articles in 2020; 9 articles in 2021; 5 articles in 2022; 6 articles in 2023 and 1 article in 2024. With 77.4% of the articles focused on High School, due to the fact that this level of education presents a large amount of Chemistry subjects. Only 1 article was published in the area of Inclusive Education. The region with the highest number of publications is the Southeast and the lowest is the North. Investigative experimentation in chemistry teaching is more recurrent in the analyzed publications. The most addressed topics are: Acids and Bases; Green Chemistry; Electrochemistry; Organic Chemistry; Redox Reactions and Chemical Kinetics. The most used type of materials are low-cost materials for conducting the experiments.