Teaching chemistry in an interdisciplinary environment: An exploratory approach

Authors

DOI:

https://doi.org/10.33448/rsd-v13i3.45444

Keywords:

Chemistry; Education; Teaching profession; Teaching; Interdisciplinary.

Abstract

The teaching of Chemistry proves to be fundamental for everyday life in general. Therefore, Chemistry allows for offering a comprehensive and contextualized view of the world, enabling the connection of information from various sources and the analysis of interdisciplinary problems. Thus, it is acknowledged that the interdisciplinary approach in teaching Chemistry enriches education, shaping informed and well-rounded citizens to face challenges. In this context, this literature review aimed to explore the responsibility of Chemistry teaching, as well as its effectiveness in interdisciplinary approach regarding its impact on personal development. It was observed from this study that the interdisciplinary approach in teaching Chemistry emerges as an essential pedagogical strategy to meet the increasing demands for a more relevant and comprehensive education. Furthermore, Chemistry demonstrates its value as a fundamental tool by integrating with other disciplines, for the understanding of the natural world and its relation to social, economic, and environmental aspects.

References

Arruda;, A. M., Jesus, S. D. de, & Catão, V. (2020). Abordando ainterdisciplinaridade e a contextualização no ensino de Química por meio de uma propostadidáticapara discutiro conteúdo de Polímerosno Ensino Médio. Revista Ponto de Vista, 9(3), 3–21. https://periodicos.ufv.br/RPV/article/view/10963/6064

Blodgett, D. M., & Feld, M. N. (2021). Teaching an interdisciplinary course in sustainable food systems: science and history meet in “a world that works.” International Journal of Sustainability in Higher Education, 24(9), 138–158. https://doi.org/10.1108/IJSHE-02-2020-0044

Brasil. (2018). Base Nacional Comum Curricular. Ministério da Educação (MEC/SEED). http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf

Bruce, K., Reyes, K. M. D., & Shetranjiwalla, S. (2023). Connecting the periodic table to the planet with systems, life cycle and circularity thinking. Sustainable Chemistry and Pharmacy, 32, 101018. https://doi.org/10.1016/j.scp.2023.101018

Burmeister, Mareike; Eilks, I. (2013). Using participatory action research to develop a course module on education for sustainable development in pre-service chemistry teacher education. CEPS Journal, 3(1), 59–78. https://doi.org/https://doi.org/10.25656/01:7666

Cantanhede, S. C. da S., Silva, A. F. G., Silva, F. H. S. da, & Silva, M. de F. V. da. (2021). Interdisciplinaridade: características e possibilidades para o ensino de física e química. REAMEC - Rede Amazônica de Educação Em Ciências e Matemática, 9(1). https://doi.org/10.26571/reamec.v9i1.11243

Castro, M. C., Ramos, L. W. C., Alves, E. S., & Saqueti, B. H. F. (2021). Química e a alimentação: Uma sequência didática para o ensino de Química utilizando os três momentos pedagógicos para o ensino de funções inorgânicas. Research, Society and Development, 10(14), e208101421914. https://doi.org/10.33448/rsd-v10i14.21914

Davies, Martin; Devlin, M. (2010). Interdisciplinary Higher Education: Perspectives and Practicalities. In M. Tight (Ed.), International Perspectives on Higher Education Research (pp. 311–337). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3628(2010)0000005022

Feszterová, M. (2019). Interdisciplinary approach for the education of pre-service chemistry teachers. 030005. https://doi.org/10.1063/1.5124749

Hardy, J. G., Sdepanian, S., Stowell, A. F., Aljohani, A. D., Allen, M. J., Anwar, A., Barton, D., Baum, J. V., Bird, D., Blaney, A., Brewster, L., Cheneler, D., Efremova, O., Entwistle, M., Esfahani, R. N., Firlak, M., Foito, A., Forciniti, L., Geissler, S. A., & Wright, K. L. (2021). Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education. Journal of Chemical Education, 98(4), 1124–1145. https://doi.org/10.1021/acs.jchemed.0c01363

Jackson, A., & Hurst, G. A. (2021). Faculty perspectives regarding the integration of systems thinking into chemistry education. Chemistry Education Research and Practice, 22(4), 855–865. https://doi.org/10.1039/D1RP00078K

Livstrom, I. C., Szostkowski, A. H., & Roehrig, G. H. (2019). Integrated STEM in practice: Learning from Montessori philosophies and practices. School Science and Mathematics, 119(4), 190–202. https://doi.org/10.1111/ssm.12331

Monga, V., Knox, K. J., Gillis, E. A. L., Stoodley, R., Bussiere, G., & Rogers, C. (2019). Implementation of a Student-Customized Integrated Upper-Level Chemistry Laboratory Course. Journal of Chemical Education, 96(8), 1609–1619. https://doi.org/10.1021/acs.jchemed.8b00815

Morra, B. (2018). The Chemistry Connections Challenge: Encouraging Students To Connect Course Concepts with Real-World Applications. Journal of Chemical Education, 95(12), 2212–2215. https://doi.org/10.1021/acs.jchemed.8b00137

Parga-Lozano, D. L. (2019). A ambientalização do ensino como abordagem do interdisciplinar. Institute of Science Education, 6(2), 1–13.

Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka, R. (2018). Metodologia da pesquisa científica. UFSM. https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1.

Pereira dos Santos, W. L. (2011). A Química e a formação para a cidadania. Educación Química, 22(4), 300–305. https://doi.org/10.1016/S0187-893X(18)30149-6

Porto, P. A. (2019). História e Filosofia da Ciência no Ensino de Química: em busca dos objetivos educacionais da atualidade. In O. A. Santos, W. L. P.; Maldaner (Ed.), Ensino de Química em foco (2nd ed., 141–156).

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. https://doi.org/10.1016/j.futures.2011.09.005

Ryan, J., Kang, C., Mitchell, I., & Erickson, G. (2009). China’s basic education reform: an account of an international collaborative research and development project. Asia Pacific Journal of Education, 29(4), 427–441. https://doi.org/10.1080/02188790903308902

Santos, W. L. P. dos, & Porto, P. A. (2013). A pesquisa em Ensino de Química como área estratégica para o desenvolvimento da Química. Química Nova, 36(10), 1570–1576. https://doi.org/10.1590/S0100-40422013001000014

Sousa, F. P. de, Pereira, R. M., & Pires, D. A. T. (2022). A experiência em docência e os obstáculos para o ensino de Química. Research, Society and Development, 11(3), e34211326417. https://doi.org/10.33448/rsd-v11i3.26417

Teo, C.-C., Wang, X., Tan, S. C., & Lee, J. W. Y. (2023). Enhancing critical thinking in operations management education: a framework with visual-based mapping for interdisciplinary and systems thinking. Higher Education Pedagogies, 8(1). https://doi.org/10.1080/23752696.2023.2216388

United Nations Educational scientific and cultural organization (UNESCO). (2012). International Standard Classification of Education, ISCED 2011. Institute for Statistics. https://unesdoc.unesco.org/ark:/48223/pf0000219109

Wartha, E. J., Silva, E. L. da, & Bejarano, N. R. R. (2013). Cotidiano e contextualização no ensino de química. Química Nova Na Escola, 35(2), 84–91. http://qnesc.sbq.org.br/online/qnesc35_2/04-CCD-151-12.pdf

Downloads

Published

01/04/2024

How to Cite

FERREIRA, C. S. R. .; ALVES, E. S.; CASTRO, M. C. .; FRIEDRICHSEN, J. S. A. .; FIGUEIREDO, A. de L. .; SILVA, A. M. .; RAMOS, A. da S. .; GOMES, E. da S. .; SILVA , C. R. da .; SANTOS, O. O. . Teaching chemistry in an interdisciplinary environment: An exploratory approach. Research, Society and Development, [S. l.], v. 13, n. 3, p. e13613345444, 2024. DOI: 10.33448/rsd-v13i3.45444. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/45444. Acesso em: 21 nov. 2024.

Issue

Vol. 13 No. 3

Section

Review Article

License

Copyright (c) 2024 Cintia Stefhany Ripke Ferreira; Eloize Silva Alves; Matheus Campos Castro; Jéssica Souza Alves Friedrichsen; Alisson de Lima Figueiredo; Amanda Maisa Silva; Amanda da Silva Ramos; Elienae da Silva Gomes; Cristiane Renata da Silva ; Oscar Oliveira Santos

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.