THE PROBLEM-SOLVING IN CHEMICAL TEACHING: POSSIBLE FOR PROMOTION OF SELFREGULATED LEARNING

Abstract

The problem-solving is a teaching 
methodology with the potential to engage 
students in the teaching and learning 
process, through activities that involve 
thought-provoking, meaningful and 
contextualized questions, whose possible 
solutions/solutions are not immediately 
obtained. Learning self-regulation is the 
student's ability to develop cognitive 
actions and skills to achieve goals and 
maximize their learning. In this way, a selfregulated student is able to develop his 
teaching and learning process in a more 
autonomous and reflective way, also 
contributing to academic success and the 
permanence of students in their initial or 
continuing education courses. In this 
exploratory-bibliographic qualitative study, 
we seek to verify how problem-solving has 
been approached in research in the area of 
science teaching that traces as research 
participants graduates in chemistry and, if 
elements of self-regulation of learning 
emerge in the research. For this, we 
searched for scientific articles from national 
and international journals of Qualis A1, A2 
and B1 in teaching, published with a 
maximum of five years apart, involving a 
topic under discussion. The articles found 
were analyzed, considering the 
establishment of categories. The results 
show Problem Solving linked to conceptual 
discussions, attitudes and chemistry 
procedures, promoting elements that refer 
to the self-regulation of undergraduate 
learning such as, autonomy and reflection. 
Thus, we conclude that problem-solving in 
didactic strategies not in higher education in 
Chemistry, can open possibilities to involve 
the self-regulation of learning and 
development of a student of degree in 
chemistry, in a broader perspective.