Dificuldades de aprendizagem e a inserção de situações problema como ferramenta para o ensino de cinética química.

Abstract

The use of specific and standardized teaching methodologies, as is the case with the strict traditionalist approach, has not facilitated the school learning process which may lead to students' lack of motivation and learning deficit. In the teaching of Chemistry, this difficulty and lack of interest are even more evident, especially in contents involving theories and mathematical calculations, such as Chemical Kinetics, often worked through the memorization of concepts and formulas and disconnected from everyday life, resulting in a considerable rejection by the students. In this context, researchers in chemical education have sought to develop diversified methodological proposals that contribute to an efficient and functional training process. That said, the present study aimed to discuss learning difficulties and propose the insertion of problem situations as a tool for teaching Chemical Kinetics. For this, explanatory and bibliographic research was carried out through scientific articles, books, theses, and dissertations found in databases, such as CAPES journals; Scielo; Google Scholar; the UFCG Library System, and the Brazilian Digital Library of Thesis and Dissertations (BDTD). The search for such references occurred with the insertion of the following keywords in the aforementioned platforms: learning difficulties, Chemistry teaching methodologies, problem situation with a didactic tool, teaching chemical kinetics. Then, five proposals for problem situations related to the theme of chemical kinetics were constructed, so that they can be used as a tool to facilitate learning. For this, different contexts were adopted that involve the students' daily lives and contribute to the relationship between theory and practice. It was found that it is possible to use this methodology in the classroom, as it allows the role of students in solving everyday problems and contributes to an effective relationship between theory and practice. Therefore, it is understood that despite the obstacles involving education, the methodology of problem situations appears as another possibility to promote quality teaching and with significant learning.