Eletroquímica na sala de aula: desafios de futuras professoras de química nos processos de ensino e aprendizagem

Abstract

This study investigates the teaching and learning difficulties of future chemistry teachers regarding electrochemistry. Individual interviews were conducted with five future teachers, focusing on their learning experiences from basic education to higher education courses. The interviews were recorded, transcribed, and analyzed, organizing the responses into categories related to engagement with electrochemistry content: i) learning about electrochemistry in high school; ii) application of electrochemistry in daily life; iii) learning in higher education; iv) difficulties in planning electrochemistry lessons and, v) importance of teaching electrochemistry in high school. The theoretical framework includes an examination of the concept of electrochemistry in a high school chemistry textbook, its historical perspective, and research on teaching and learning processes published in Química Nova na Escola. The analysis reveals that future teachers struggle to understand electrochemistry in both basic education and higher education courses. They also face challenges in selecting concepts and methodological strategies for lesson planning, as well as relating electrochemistry concepts to students' everyday situations. Recognizing the need to deepen their studies, future teachers aim to enhance their understanding of the content. These findings highlight the importance of rethinking the approach to electrochemistry in the initial training of chemistry teachers.