Problem-based learning and the construction of potentially effective problems in Chemistry teaching

• Autor(a) principal: Silva, George de Almeida
• Data de Publicação: 2022
• Outros Autores: David, Priscila Barros, Ribeiro, Maria Elenir Nobre Pinho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/32116
• topic: Chemistry Teaching; Problem-based learning; 3C3R Method.; Enseñanza de la Química; Aprendizaje Basado en Problemas; Método 3C3R.; Ensino de Química; Aprendizagem Baseada em Problemas; Método 3C3R.

The social role linked to the Teaching of Chemistry has taken numerous paths throughout the historical periods of Brazilian society. However, in contemporary times, education assumes the objective of developing skills and competencies during the training of students, with a view to professional practice in the context of the 21st century. In this way, establishing a scientific education that uses problem situations and active methodologies in the teaching of Chemistry is of paramount importance for us to build more meaningful learning in the lives of students. Therefore, the present work aims to present the results of theoretical research, of the literature review type, investigating and analyzing the main relevant aspects regarding the construction of problems in Problem-Based Learning (PBL). From a qualitative approach, classified as exploratory, the method of bibliographic research was used to carry out a systematic review of articles on the PBL theme, specifically on the criteria for choosing and creating the problems used. With this, it was noticeable that such a pedagogical approach is perfectly suited as an active and reflective teaching methodology, as it allows students to develop the ability to investigate and solve real problems. In addition, regarding the creation of problems, it is understood that they must be developed following a well-organized and structured method, such as the 3C3R Method (Hung, 2006), which shows, in a very fruitful way, an improvement in the cognitive development of students, since well-written problem situations provide a better understanding of the content, based on a motivating environment.