Aprendizagem baseada na Resolução de Problemas no ensino de Química da educação básica: uma revisão de literatura

Abstract

The present text presents the Course Completion Work whose theme is the use of the Problem Solving methodology in the area of Teaching Natural Sciences, specifically in Chemistry. The objective of this work is to present a bibliographic review based on the regional Event “Encontro de Debates sobre o Ensino de Química” (EDEQ), in the period between 2016 and 2019, and a review of the works contained in the Event “National Meeting on Teaching Chemistry”. Chemistry” (ENEQ), from its last four publications, from 2014 to 2020, on the topic addressed. We sought to analyze how the application of the Problem Solving Methodology - RP occurs in the Teaching of Chemistry in High School, through categories of analysis that helped to group and differentiate each work analyzed from the aforementioned events. Based on the review, it was intended to answer the following research question: "How has PR proved to be efficient for the Teaching of Chemistry in the works published in the main events in the area, both nationally and regionally?". The research develops a qualitative-quantitative approach, making a documental analysis. The data were produced from a bibliographic study of academic works and analyzed with the Content Analysis tool (BARDIN, 2011). From the reading, the following categories of analysis emerged: (i) The main difficulties experienced from the application of the Problem Solving Methodology; (ii) The potential highlighted by students and teachers from the application of the Problem Solving Methodology from the different contextualization themes; (iii) The association of the Problem Solving Methodology with other active methodologies. The results point to several potentialities when applying PR, in addition to being possible to associate it with other active methodologies. In addition, difficulties were observed in some PR applications, most of which were caused by the students' lack of proactivity, accustomed to lectures that do not require much participation.