Overview of Problem-solving in Chemistry Teaching

Abstract

 This study aims to identify the bibliographical, pedagogical and methodological aspects present in scientific productions on problem-solving in Chemistry teaching, verifying whether this theme has been related to self-regulation of learning. The study is qualitative in nature and is a bibliographic review. Scientific productions in national and international journals, event annals and in the catalog of theses and dissertations developed with Chemistry undergraduates were analyzed. The content analysis method was adopted to create categories and analyze the data. The results indicated 14 productions that deal with problem-solving as a didactic approach for the study of pedagogical and chemistry content linked to socio-scientific themes, which presents a possibility for promoting self-regulation of learning. However, a lack of explicit discussions on this potential was identified, evidencing the need for research that addresses the contributions of problem-solving to self-regulation.