Percepções professor-aluno acerca do processo de ensino-aprendizagem nas aulas de Química no primeiro ano do ensino médio: um estudo de caso

Abstract

In the teaching of chemistry, students often report difficulties in absorbing the content. This is typically attributed to the many formulas, abstractions and theoretical models involved, making it one of the most challenging and difficult subjects to learn. Furthermore, a traditional one-way approach to the transmission of knowledge also contributes to students' lack of interest in the subject. To maximize the effectiveness of preparing students in basic education, it is essential to investigate the main difficulties faced by students and teachers, to understand their biggest challenges and discover how this subject is typically approached in the classroom. Therefore, the objective of this work was to better understand the teacherstudent relationship involving the teaching-learning strategy of the discipline of chemistry as reported by first-year high school students and their teachers, in an attempt to identify weaknesses and potentialities that can be discussed. The didactic process was threefold: (1) initial conversations with chemistry teachers; (2) application of questionnaires to students and teachers; (3) and interviews with teachers. The results showed that the teachers surveyed have solid training in the area, as reflected in their good organization of content to meet the needs of students. Although the majority of students stated they like the subject (54%), this appreciation did not translate into interest (9.4%), showing that liking does not necessarily imply active participation, in line with the teachers’ observations. Students mainly attributed their learning difficulties to: (1) the complexity of formulas and equations; and (2) the abstraction of concepts; showing that limitations of knowledge of mathematical operations hamper the learning of chemistry. The teaching materials were well accepted by the teachers and students, and the most common teaching strategies were: (1) laboratory activities; and (2) expository and discussion classes. Furthermore, focus on group dynamics and contextualization were aspects widely mentioned by teachers as effective tools in the teaching-learning process. The teachers’ continued training combined with their knowledge of the content allowed the transmission of knowledge in a clear way, in line with students' needs, and the evaluation process adopted by teachers was reportedly composed of continuous and cumulative actions, reflecting their maturity and understanding that verification of learning must be integrated with pedagogical practices to promote a more meaningful assessment of students.