Overview of Publications on Critical Thinking in Chemistry Education from 2004 to 2024: A Systematic Literature Review
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n3p32Keywords:
Critical Thinking, Chemistry Education, Systematic ReviewAbstract
Critical thinking is essential for preparing citizens capable of facing the challenges of the 21st century. In this context, science and chemistry education play a central role in fostering the development of critical and reflective students who can make informed decisions and solve complex problems. With this in mind, this study aimed to analyze academic publications on critical thinking in chemistry education, identifying national and international trends and exploring existing gaps. The research was conducted through a systematic review based on the PRISMA methodology, covering publications from 2004 to 2024. The PICOS eligibility criteria were adopted for inclusion and exclusion, resulting in a sample of 96 publications, including 78 international and 18 national (Brazilian) articles. A significant increase in academic output was observed, particularly after the COVID-19 pandemic, with Indonesia, the United States, and Brazil standing out as the countries that most contributed to the topic. The study highlights the growing recognition of critical thinking in chemistry education and its relevance for the formation of citizens and professionals prepared for a dynamic world. However, important gaps remain, especially in teacher education, underscoring the urgent need for pedagogical strategies that effectively promote the development of this competency.References
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