Dificuldades e possibilidades no ensino e na aprendizagem de Química Orgânica: estudo de caso em cursos de Bacharelado e Licenciatura em Química

Abstract

With the intention of contributing to Higher Education, this research aims to identify and discuss difficulties in teaching and learning Organic Chemistry in Bachelor, Industrial and Degree in Chemistry courses at UFPel and in Chemistry Degree at Unipampa. The investigation contemplated a study in the literature, when presenting references and research results about difficulties and proposals that aim to understand and qualify issues related to the learning of Organic Chemistry. There was the study of the approval rates in the curricular component of Organic Chemistry I of the Courses and the identification of the difficulties of the teaching and learning process reported by students and teachers, and which are associated with Organic Chemistry I. For this, it was carried out: the study in the context of the investigated courses; interviews and / or questionnaires with teachers working in Organic Chemistry in Chemistry Courses and responses to a questionnaire by undergraduate students who enrolled in Organic Chemistry I, from 2016 to 2019, which were analyzed based on content analysis. The results indicate achievement rates in Organic Chemistry I lower than the sum of failure, infrequency and lockout rates, regardless of the professor or university being followed. In the responses of the subjects (teachers and undergraduates), it was observed that the difficulties are mainly focused on content, such as: conformations and visualization of the molecules in 3D; stereochemistry; and reaction mechanisms. Teachers also point out factors that contribute to the increase in difficulties, such as: lack of a base during high school and the presence of habits and characteristics of students, such as the difficulty of concentration and lack of commitment to the course and curriculum component. The results also point to possibilities for overcoming the difficulties associated, by students and teachers, for example: from tutoring classes; the use of resources and methodologies, such as the use of video classes and applications that help in visualizing molecules in 3D; teaching that brings together contents taught with others already studied and in preparation; and the use of conceptual explanations that come close to contextualization and / or situations related to professional training. The study highlights the complexity of factors that interfere in the teaching and learning processes of Organic Chemistry in Higher Education, including the need for further studies on the difficulties and teaching practice that considers proposals presented in the research.