This study presents a systematic review that addresses the didactics of Green Chemistry in the field of chemistry education, and its main goal is to explore the implications of education in Green Chemistry in response to growing environmental concerns. To carry this out, three databases were reviewed—Dialnet, Web of Science, and Scopus—using the PRISMA method and inclusion and exclusion criteria were established. Articles from journals from the last 6 years, in English or Spanish, that addressed the didactics of Green Chemistry at any educational level, and that offered free access to the whole text, were included; studies that did not specifically focus on the didactics of Green Chemistry or that addressed topics not pertinent to the goals of this review, as well as textbooks, laboratory guides, and other educational resources, were left out. The Boolean operators “AND” and “OR” were used with respective keywords, in both English and Spanish, in the different databases to see with which combinations the greatest number of studies fitting the proposed goals were obtained. Finally, 13 of the 695 articles initially selected were included and analyzed (Dialnet: 146; Web of Science: 330; Scopus: 219). The results show how Green Chemistry can play a fundamental role as a learning strategy to promote sustainable development and contribute to the achievement of the Sustainable Development Goals established in the 2030 Agenda.

As its first objective, this article carries out a bibliometric analysis aimed at serving as a guide on how to conduct bibliometrics using Biblioshiny, an interface of the Bibliometrix statistical software. To achieve this, a search has been used as an example, detailing the methodology, procedures, and strategies employed to address research questions and, as a secondary objective, to understand which works jointly develop Computational Thinking, Modelling, and Inquiry in the field of sciences. By utilizing quantitative statistical methods for data visualization, the intention is to identify the most relevant authors and journals, along with their impact indices, as well as the main thematic areas and their temporal evolution, in order to gain insights into what is being studied and how in this field. The results indicate that modelling is one of the salient themes among the 31 selected articles, accomplished through research, construction, and design of simulations in digital environments using block-based programming. Keywords: bibliometrics; bibliometrix; modelling; computational thinking; inquiry; science education learning. Como primer objetivo, en este artículo se lleva a cabo un análisis bibliométrico que pretende servir como guía de cómo realizar una bibliometría a través de biblioshiny, una interfaz del software estadístico Bibliometrix. Para ello, se ha usado como ejemplo una búsqueda donde se detalla la metodología, procedimientos y estrategias utilizadas para responder a las preguntas de investigación y así conocer, como un segundo objetivo, qué trabajos desarrollan conjuntamente el Pensamiento Computacional, la Modelización y la Indagación en el área de ciencias. Utilizando métodos estadísticos cuantitativos de visualización de datos, se pretende conocer a los autores y revistas más relevantes y sus índices de impacto, así como las temáticas principales y su evolución temporal para saber qué y cómo se trabaja en este campo de estudio. Los resultados indican que en los 31 artículos seleccionados la modelización es uno de los temas motores llevándose a cabo a través de la investigación, construcción y diseño de simulaciones en entornos digitales a través de la programación basada en bloques. Palabras clave: bibliometría; bibliometrix; modelización; pensamiento computacional; indagación; didáctica de las ciencias experimentales. Inquiry, modelling and computational thinking: A bibliometrical review using bibliometrix through biblioshiny. As its first objective, this article carries out a bibliometric analysis aimed at serving as a guide on how to conduct bibliometrics using Biblioshiny, an interface of the Bibliometrix statistical software. To achieve this, a search has been used as an example, detailing the methodology, procedures, and strategies employed to address research questions and, as a secondary objective, to understand which works jointly develop Computational Thinking, Modelling, and Inquiry in the field of sciences. By utilizing quantitative statistical methods for data visualization, the intention is to identify the most relevant authors and journals, along with their impact indices, as well as the main thematic areas and their temporal evolution, in order to gain insights into what is being studied and how in this field. The results indicate that modelling is one of the salient themes among the 31 selected articles, accomplished through research, construction, and design of simulations in digital environments using block-based programming. Keywords: bibliometrics; bibliometrix; modelling; computational thinking; inquiry; science education learning.

The present work describes an educational experience carried out in a secondary school in Spain, where the case of Tinto River is presented as a learning scenario to understand the concept of pH and its logarithmic scale. Through the use and programming of controller boards (Micro Bit) and sensors, this study aims to address the underlying level of abstraction and alternative conceptions related to these topics. The intention is to provide practical examples for the development of a teaching-learning sequence based on inquiry, modeling, and computational thinking. This sequence addresses a current socio-scientific issue, while also considering students’ comments, and considering the Spanish digital competence model. The analysis includes an evaluation of its strengths, weaknesses, opportunities, and threats. The results indicate that the sequence can be highly motivating in understanding the concepts presented and in acquiring digital competencies. However, it also reveals limitations in terms of time required and the complexity of its design.

: En el presente trabajo se presenta parte de una secuencia de indagación en el aula de Química para el estudio de la materia, en concreto, una salida de aula con la intención de trabajar aspectos relacionados con los métodos de separación de las mezclas a partir de un elemento patrimonial como es un molino de mareas (Zaporito). Se pretende conocer qué cambios experimentan las emociones del alumnado hacia esta actividad medidas antes de la misma, durante y después; poner de manifiesto, si es posible, el vínculo ciencias experimentales y educación patrimonial, así como decidir entre beneficios y costes de la experiencia. Se observa cómo las emociones positivas están presentes en los tres momentos del estudio por encima de las emociones negativas. Se pone de manifiesto cómo es posible el trabajo de las ciencias experimentales a través de elementos patrimoniales, lo que supone una ruptura con la incomunicación entre éstas y las ciencias sociales. Además, la experiencia ayudó a la toma de decisiones.

Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

Este estudio longitudinal describe el cambio en las emociones de futuros maestros hacia una asignatura de didáctica de las ciencias del Grado de Maestro de Educación Primaria de la Universidad de Huelva, con una intervención indagatoria, durante el curso 2016-2017. Participaron 54 estudiantes quienes respondieron un cuestionario de escala tipo Likert en el que manifestaron su grado de intensidad sobre la experimentación de siete emociones positivas y siete emociones negativas; antes, durante y después de la indagación. Se llevó a cabo un análisis descriptivo y análisis inferencial mediante prueba no paramétrica H de Kruskal-Wallis para estimar las diferencias. Las emociones positivas alcanzaron las intensidades más altas en toda la intervención. Se establecen diferencias significativas en todas las variables en función del momento. Los resultados sugieren un cambio favorable al incremento de las emociones positivas y la disminución de las emociones negativas en el transcurso de la asignatura. El cambio es causado por la integración de la educación emocional, facilitado por la formadora quien transfiere emociones positivas inmersas en el conocimiento didáctico del contenido.