Química orgânica no ensino superior : uma perspectiva de discentes no processo de aprendizagem

Abstract

The present study investigated the experiences and perceptions of students in the context of the learning process in the Organic Chemistry courses of the undergraduate degree in Chemical of “campus Alberto de Carvalho” of Federal University of Sergipe. The investigation aimed to identify the main challenges encountered during the learning process, as well as the strategies students employed to overcome these difficulties. Participants included students who had completed approximately 60% of the program requirements, thereby providing a more comprehensive perspective on their educational trajectory. The data analysis describe the methods and techniques of content analysis from Bardin's (2016) perspective, leading to the identification of six thematic categories: cognitive and technical difficulties, the impact of teaching methodologies, prior knowledge gaps, the relationship between theory and practice, curricular organization, and suggestions for instructional improvement. The findings indicate that students’ difficulties are closely associated with the predominance of traditional lecture- based approaches, the fragmentation between theory and practice, and the lack of curricular integration. Furthermore, gaps stemming from secondary education were observed, particularly exacerbated by remote instruction during the pandemic. The discussion of the data was supported by authors such as Taber (2021), Cooper et al. (2020), Dwyer and Childs (2017), and Oliveira et al. (2022), among others. Overall, the results point to the need for didactic and curricular restructuring, emphasizing active learning methodologies, the integration of theory and practice, and greater attention to the heterogeneity of students’ educational backgrounds.