El estado de la investigación en educación en ciencias desde la perspectiva de CSC: El caso de Colombia

Abstract

Throughout the 21st century, new strategies have been developed for the development of scientific thinking in students of different academic levels (Asmoro et al., 2021; Koerber et al., 2015). Teachers, directors, pedagogues and different educational leaders have demonstrated the need to change the conception of science, strengthening scientific education and putting aside the traditional model that has been implemented throughout history. That is why Socio-Scientific Issues (CSC) as a new didactic strategy not only allows the development of scientific skills, such as scientific, critical and analytical thinking, but also citizen skills (Solbes, 2013). This enables students to generate relationships between what they learn in the classroom and their daily lives. It has been observed that the relationship between these aspects is distant. Where students do not find a connection between what they have learned and their daily situations. Therefore, questions arise such as: What is the use of this in life? When am I going to use this? Is it necessary to learn it? This is why CSCs allow students to relate different situations in which scientific education is connected to everyday life. Where, it is possible to develop it in different fields of science learning, from biological, in the case of case studies in bacteriology; physics, in the demonstration of physical processes in nature; epistemological, in the answer to the reason for the development of new research; among other fields of study related to science. In this way, this project not only tries to emphasize the importance of CSC in science teaching, but also to develop a classification system for research that has been implemented in the last 6 years (2017-2023) which is based on research developed practices, conference proceedings and degree projects at the undergraduate, master's and doctoral levels. In this sense, the following criteria are taken into account: Methodology • Population in which it was developed. • Purpose of the study. • Problems addressed. • Medium of publication. Finally, recognize which publication media generate greater dissemination of research based on CSC in science teaching.