<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2021000200088</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.2.76554</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos metodológicos no ensino de química: análise cienciométrica]]></article-title>
<article-title xml:lang="en"><![CDATA[Methodological aspects in the teaching of chemistry: scientometric analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Aspectos metodológicos en la enseñanza de la química: análisis cientométrico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bilar]]></surname>
<given-names><![CDATA[Jéssica de Góes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Renato Xavier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Farroupilha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>88</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000200088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000200088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000200088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino de química está em constante mudança ao longo dos anos, pois, acredita-se que os professores-pesquisadores da área sempre buscam novos métodos de ensino que irão impactar de maneira positiva no processo de ensino e aprendizagem desta ciência. Porém, um método de ensino que ainda se permanece como inovador é o uso de temáticas, para contextualizar, problematizar e introduzir os conteúdos científicos que se pretende em sala de aula. Nesse sentido, esse estudo tem como objetivo analisar a produção de conhecimento, a nível nacional sobre o uso de temáticas no ensino de química a partir de diferentes metodologias, no período compreendido entre 2015 e 2019. Para tanto, elegeu-se o Catálogo de Teses e Dissertações (CAPES) para buscar os dados, tendo como base a cienciometria para analisá-los. A análise é constituída por 116 produções acadêmicas, compostas por dissertações e teses. Observou-se que as temáticas se centraram na abordagem dos temas alimentação e meio ambiente, a partir da predominância da metodologia "sequência didática". Logo, a produção de conhecimento sobre o uso de temáticas no ensino de química ainda fica em segundo plano nas intervenções, porém, ressalta-se a utilização de diversos temas, demonstrando a vasta possibilidade de contextualizar o ensino de química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teaching of chemistry is constantly changing over the years, as it is believed that research teachers in the / field are always looking for new teaching methods that will positively impact the process of teaching and learning this science. However, a teaching method that still remains innovative is the use of themes to contextualize, problematize and introduce the scientific content that is intended in the classroom. In this sense, this study aims to analyze the production of knowledge, at the national level on the use of themes in the teaching of chemistry from different methodologies, in the period between 2015 and 2019. For this purpose, the Catalogue of Theses and Dissertations (CAPES) was elected to search the data, based on scientiometry to analyze them. The analysis consists of 116 academic productions, composed by theses and dissertations. It was observed that the themes focused on the approach of food and environment themes, based on the predominance of the "didactic sequence" methodology. Therefore, the production of knowledge on the use of themes in the teaching of chemistry is still in second place in the interventions, however, the use of several themes is highlighted, demonstrating the vast possibility of contextualizing the teaching of chemistry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza de la química está en constante cambio a lo largo de los años, ya que se cree que los profesores-investigadores en el campo siempre buscan nuevos métodos de enseñanza que impacten positivamente en el proceso de enseñanza y aprendizaje de esta ciencia. Sin embargo, un método de enseñanza que aún sigue siendo innovador es el uso de temas, para contextualizar, problematizar e introducir el contenido científico que se pretende en el aula. En este sentido, este estudio tiene como objetivo analizar la producción de conocimiento, a nivel nacional, sobre el uso de temas en la enseñanza de la química desde diferentes metodologías, en el período comprendido entre 2015 y 2019. Para ello, se eligió el Catálogo de Tesis y Disertaciones (CAPES) para la búsqueda de datos, basados en cienciometría para analizarlos. El análisis consta de 116 producciones académicas, compuestas por disertaciones y tesis. Se observó que los temas se enfocaron en abordar los temas de alimentación y medio ambiente, partiendo del predominio de la metodología de "secuencia didáctica". Por tanto, la producción de conocimiento sobre el uso de temas en la enseñanza de la química aún se encuentra en un segundo plano en las intervenciones, sin embargo, se destaca el uso de varios temas, demostrando la gran posibilidad de contextualizar la enseñanza de la química.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="pt"><![CDATA[Cienciometria]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias]]></kwd>
<kwd lng="en"><![CDATA[Chemistryteaching]]></kwd>
<kwd lng="en"><![CDATA[Scientometrics]]></kwd>
<kwd lng="en"><![CDATA[Methodologies]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la química]]></kwd>
<kwd lng="es"><![CDATA[Cienciometría]]></kwd>
<kwd lng="es"><![CDATA[Metodologías]]></kwd>
</kwd-group>
</article-meta>
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