Abstract

SANTOS, Valdirene Aparecida Araujo dos  and  SOUSA, Robson Simplicio de. Towards a phenomenological curriculum for chemistry education: a path to ontological experiences. Rev. Reflex [online]. 2024, vol.32, n.1, pp.119-136.  Epub Jan 06, 2025. ISSN 1982-9949.  https://doi.org/10.17058/rea.v32i1.17969.

The objective of this essay is to address Chemistry Education in a curriculum with phenomenological influence. Under the lens of a phenomenological approach to Science Education, we present problems (Cartesian dualism, Galilean purification, mathematization of nature, cognitivism and ontological reversal) also found in Chemistry Education. The phenomenological curriculum appears here as a proposition to foster students' sensory experiences before addressing the abstractions that have been the focus of Chemistry Teaching. As a result, we will bring examples from Higher Education of how it is possible to articulate the phenomenological educational approach as a way to recognize students' experiences in Chemistry l Education.

Keywords : Phenomenology; Chemistry Education; Curriculum.

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