A percepção dos licenciandos/as em química sobre química forense

Abstract

This study aims to survey the perceptions of Forensic Chemistry (FC) among undergraduate students in the initial stages of a Chemistry teaching program at a Brazilian public university. To achieve this, a qualitative case study was employed. An online questionnaire form was utilized to collect the students' perceptions about the subject of FC. The collected data was subjected to Content Analysis’ techniques, resulting in the creation of the following categories: Forensic Chemistry and the understanding of future Chemistry teachers; Influences in the pursuit of Chemistry as a professional career; Training of future Chemistry teachers and Forensic Chemistry; Forensic Chemistry and the teaching of Chemistry. The research findings indicates that the majority of the students, particularly those in the latter half of the program, had heard about FC before entering the university, primarily through movies and TV series. However, the pursuit of Chemistry as a professional career is not strongly associated with the exposure to cinematic productions involving FC, contrary to the initial research hypothesis. In most answers, the understanding of FC emerges with a generalist perspective, linked to criminal investigation and the application of scientific knowledge in solving crimes, a notion heavily present in television productions related to the field. Students express a desire to learn more about FC, although 52% reported not having heard about it during their undergraduate studies. The majority of students (76%) believe they are qualified to work in FC, but only 36% feel capable of incorporating FC knowledge into teaching. This indicates a need to enhance aspects related to pedagogical training and the incorporation of FC in chemistry classes, as 88% believe that introducing FC in education increases the students interest. Therefore, this research highlights the importance of a formative approach involving Forensic Chemistry during undergraduate studies, aiming to improve pedagogical practices related to this subject in school chemistry education.