Caminhos para o desenvolvimento da alfabetização científica no ensino de química: uma revisão sistemática com metassíntese

Abstract

This study aims to understand how Scientific Literacy (SL) is addressed in the scientific literature related to Chemistry Teaching (CT), through a Systematic Review with Metasynthesis through the analysis of categorical content. Articles published between 2014 and 2025 were selected from the Scopus and Web of Science databases, based on predefined inclusion and exclusion criteria. A total of 41 articles met the selection standards. Data analysis was carried out using RStudio and the bibliometrix package, followed by thematic classification based on epistemological categories in Chemistry: phenomenological, theoretical-conceptual, representational, textbook, teacher training, practical activities, and sustainability. The results show that the selected studies emphasize contextualized pedagogical strategies, the use of digital technologies, and sociocultural approaches to foster SL. The representational category was the most prevalent, followed by sustainability and theoretical-conceptual. The findings indicate significant progress in the field, but also reveal gaps related to the critical use of textbooks and teacher education. This study contributes to mapping current practices and trends in the field and offers insights for the implementation of more effective pedagogical approaches in Chemistry Teaching.