AS DIFICULDADES DE APRENDIZAGEM NA DISCIPLINA DE QUÍMICA E SUA RELAÇÃO COM OS ASPECTOS DIDÁTICOS: UM ESTUDO DE CASO

Abstract

Currently, the view of the natural sciences, especially chemistry, is one of complexity and abstraction. Although chemical contents are present in everyday life and serve to understand many natural phenomena in a rational way, there are still obstacles in their teaching and understanding. This feature makes students find it difficulties in most of the contents related to this science. This process requires the breaking of pre-established paradigms and, therefore, requires greater didactic support from chemistry teachers. Thus the objective of the research is to investigate the aspects that involve learning difficulties in chemistry in high schools in the municipalities of Palmelo and Urutaí, Goiás, and its relationship with didactic factors. The research has a qualitative character, as it seeks to understand the process without necessarily quantifying it, also presenting itself as a case study, using the literature review as a theoretical basis. As data collection instruments, questionnaires and interviews with students and teachers were applied. Data were collected in the 1st and 2nd grades of High School (EM) at Colégio Estadual Eurípedes Barsanulfo, in the municipality of Palmelo – GO (C1) and in the 1st, 2nd and 3rd grades of EM, at Colégio Estadual Dr. Vasco dos Reis Gonçalves, from the municipality of Urutaí, both in Goiás. Two teachers (one from each Colleges) and 73 students were invited, and only 24 accepted by signing the Term of Consent and Free Clarification - TCLE. As a result of the analysis of the students’ responses, a difference can be seen between the schools. In the first (C1), students find is easier to follow and understand the chemical content compared to the other (C2), which in turn, showed that there was little interaction between students and the teacher during classes, in addition to learning difficulties. It was found that this is related to the complexity and large amount of content, little understanding of the teacher’s explanations and the absence of alternative methodologies in the discipline. Teachers, in this sense, do not always measure knowledge by adopting effective procedures that motivate students to learn, and the absence of the aforementioned factors compromises the effectiveness of the work, showing that the didactic aspects are not objects of attention, compromising the entire process teaching and learning and the very significance of this knowledge for students’ lives.