Conceptos erróneos en el aprendizaje de ciencias naturales. Mapeo sistemático de la literatura en Dimensions, Scopus y WoS
DOI:
https://doi.org/10.55204/pcc.v3i2.e50Keywords:
Misconceptions, alternative conceptions, systematic mapping of the literature, meaningful learning, natural sciencesAbstract
In contemporary times it is clear that in order to generate comprehensive didactic processes it is necessary to determine the erroneous concepts that students hold in relation to the science they are learning. If didactic alternatives are not generated to change them, teachers will continue to think that they are teaching without their students learning. The objective was to establish the state of the question on the misconceptions in the learning of natural sciences assumed by high school students. It consisted of a systematic mapping of the literature in Dimensions, Scopus and Web of Science, during the period from 2008-2023. The filtering of the information was carried out based on the keywords used in scientific production, citation by country of origin, years of greatest scientific production, journals in which the scientific articles were published and most referenced authors. There is a growing interest in the study of misconceptions in the natural sciences, evidenced by a significant increase in the number of publications since 2003. Indonesia and the United States are the countries with the highest number of scientific articles. The journal with the highest number of publications is the Journal of Chemical Education; and Rahma Diani is the most cited author.
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