Teaching experiences for science learning: a systematic review
DOI:
https://doi.org/10.5281/zenodo.15844759Keywords:
teaching experiences, science learning, strategiesAbstract
Teaching experiences are essential for science learning, especially when they integrate approaches that connect scientific knowledge with social, cultural, and human dimensions. The main objective of this study was to analyze these experiences in the context of science teaching. To this end, a systematic review was conducted following the PRISMA methodology, establishing inclusion criteria based on keywords in English ("teaching experiences" AND "science learning"), selecting open-access articles from high-impact databases such as Scopus and Scielo, published between 2020 and 2025. Paid articles and book chapters were excluded. After the filtering process, 14 articles were selected from Scopus and 7 from Scielo, totaling 21 research articles analyzed. The results show that teaching experiences gain greater relevance when they incorporate innovative methodological approaches, such as Project-Based Learning, which has proven to be especially effective in science teaching. Furthermore, contextual, pedagogical, and technological factors directly influence the quality of these experiences. Supervision, accumulated experience, and a favorable institutional environment enhance the development of pedagogical skills. Finally, it is highlighted that the integration of active methodologies and technological tools—such as artificial intelligence, the flipped classroom, whiteboard animations, educational modules, and platforms like Socrative—encourages immediate and varied feedback, contributing significantly to strengthening scientific learning.
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