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SYSTEMATIC REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1363132
Innovative strategies to strengthen teaching-researching skills in chemistry and biology education: A systematic literature review
Provisionally accepted- National University of Chimborazo, Riobamba, Chimborazo, Ecuador
The dynamic field of scientific education, particularly in chemistry and biology, demands the implementation of innovative teaching strategies, driving the need for continuous research to enhance skills in both educators and students. This systematic literature review (SLR) delves into the evolving landscape of chemistry and biology education research, shedding light on key trends, strategies, and skills. Employing the PRISMA methodology, we scrutinized 81 papers to assess the employment of resources, technologies, and methods conducive to effective learning and research. Searches were conducted in the Scopus and Google Scholar databases, with inclusion criteria spanning English and Spanish studies from the last five years. The analysis reveals a notable shift in recent years, emphasizing the diversification of instructional approaches, integration of sustainable practices, and a heightened focus on fostering essential research skills for both educators and students. The study underscores the significant adaptation to digital tools and virtual environments, potentially influenced by the challenges posed by the COVID-19 pandemic. Remarkable findings include the growing importance of cognitive, social, and emotional competence in student development. This work provides valuable insights for educators, researchers, and policymakers cross-talking the dynamic intersection of teaching and research in chemistry and biology education.
Keywords: chemistry and biology education, Researching, strategies, Pedagogical Innovations, Skills
Received: 29 Dec 2023; Accepted: 28 Jun 2024.
Copyright: © 2024 Mera Cabezas, Basantes Vaca, Benavides Enríquez and Parra Álvarez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Carmen V. Basantes Vaca, National University of Chimborazo, Riobamba, Chimborazo, Ecuador
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