Systematic mapping: MOOC and pedagogical architecture

Abstract

This article aimed to systematically map the use of Massive Open Online Courses (MOOC) for science teaching, with the perspective of highlighting in which contexts this virtual technological artefact is used, as well as understanding its pedagogical architecture aiming at developing the STSE (Science, Technology, Society and Environment) approach in formal or non-formal education as an educational product. Defined by the temporal cut from 2017 to 2022, on the CAPES Journal Portal and Digital Library of Theses and Dissertations (BDTD) websites, productions were collected with their respective links to guide further research. Organizing the search string, we obtained the results of 10 international studies (English and Spanish) and 26 Brazilian studies. Unprecedentedly, we created 14 categories to weave an analysis in which the 36 studies address the initial investigative questions, approximation, and distancing. The results indicate that the construction of the MOOC, most of the time, shows that it is an important resource aimed at improving the understanding of content and/or discipline, mainly in higher education, with the justification that subjects demonstrate greater understanding and skills with Open Educational Resources (OER). In national studies, the results point to the incidence in understanding that the creation and use of MOOC in science teaching is also a learning support resource. However, because it deals with content configured for self-instruction, there are not always opportunities for activities that stimulate critical thinking in learners regarding approaches from a socio-scientific perspective.