Curriculum trends in chemistry education (1950-1990)

Abstract

This article is related to the history of science education, discussing the main curricular trends in chemistry education from 1950 to 1990, and considering four elements: objectives; selection and organization of content; principles of organization of chemistry teaching-learning; and grading procedures. The study is based on a review of the relevant literature for that period on the development and evolution of these elements in science education, and specifically in chemistry education. The developments that took place in science education in that period are discussed, emphasizing the social construction of scientific knowledge and education.