Problem-solving methodology in chemical technician education
Abstract In this article, we present the analysis of a problemsolving activity performed during a chemical technician course. We examine the contributions of the teaching sequence when implemented in the development of conceptual, procedural, and attitudinal learning, focusing on environmental issues related to pesticides. In our investigation, we also report the perception of students regarding the teaching and learning processes. The research was carried out in a public school in the city of Porto Alegre, Brazil, involving 29 students of the chemical technician course. The students solved problems created to address different approaches concerning pesticides. Data were obtained by the analysis of the researchers’ field diaries and questionnaires of the class in which the students participated in the problem-solving activity. The results showed that the teaching sequence favoured conceptual, procedural, and attitudinal learning related to problem-solving and the environmental hazards that pesticides can cause. It was observed that the problem-solving methodology favoured the students’ autonomy, which is the ability to self-govern, to make one’s own decisions, and to be critical and reflective.
| Main Authors: | , , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Universidad Nacional Autónoma de México, Facultad de Química
2022
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| Online Access: | http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187-893X2022000200106 |
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