Tensiones y tendencias de la enseñanza de la química en la escuela secundaria en el periodo 2019-2023

This article aims to provide the reader with an understanding of the tensions and trends in the field of chemistry education in the period 2019-2023. This systematic review was conducted in the databases Scopus, Web of Science, the journal Chemical Education Research and Practice and the Journal Chemical Education Research and Practice. In the analyzed publications, it became evident that one of the main problems in this research field is the growing disinterest and lack of appropriation of scientific knowledge by students. In addition to these elements that stress this field of discussion, there is a plurality of research approaches that move the praxis of chemistry teaching from an exclusively disciplinary vision to broader perspectives that make it possible to understand that educational processes must be in tune with the sociocultural changes that demand not only scientific, but also contextualized, reflective and critical teaching. One of the findings of this research is reflected in the identification of four categories within the field of didactic aspects of chemistry teaching, in which the investigations are concentrated, which in turn are integrated by subcategories. The result of this exercise is reflected in a cartographic system that not only allows the reader to understand the analysis process, but also to visualize the main tendencies of the research.