O ensino de química analítica experimental na concepção de estudantes do Curso de Licenciatura em Química da UFCG Campus Cuité - PB.

Abstract

It is common to observe in the literature discussions about the learning difficulties that the students present in relation to Chemistry, but few studies address this discussion in the context of higher education. Research shows that these learning difficulties originate in high school and students bring with them to higher education, generating great impacts. In this way, we see the need for the teacher to learn about these limitations, with the aim of improving teaching, seeking to incorporate new teaching methodologies that provide critical, participative, reflective and human education, overcoming existing barriers in Teaching Of Chemistry in the context of higher education by the licenciandos. With regard to the discipline of Experimental Analytical Chemistry, it needs to be presented to the students as a discipline of great importance for the progress of their formation as a future teacher, that will contribute to improve chemical concepts worked in disciplines previously seen. Thinking about these issues, the objective of this work is to diagnose among the students of the semester 2016.2 of the course of Chemistry Degree as they evaluate the discipline of Experimental Analytical Chemistry. This is a qualitative and quantitative case study. As an instrument of data collection, a questionnaire was applied, containing seven subjective questions. The results reveal that the classes have been approached in order to maintain a relation of the concepts with the practices, which causes motivation and interest for the discipline. However, many students reveal that they present some difficulties in learning the contents of QAE, which requires that teachers can use new methodological strategies in an attempt to overcome such learning difficulties.