The Case Study (CS) method is a teaching methodology based on constructivism and centered on students, which actively develops their learning. Through the study of a case, which can be a real or fictional story based on everyday life, the student is asked to solve a dilemma and thus is expected to develop higher skills. Through this systematic review, it was possible to analyze the research studies about the CS methodology in the area of chemistry teaching in the past decade (2010 to 2019) in relation to the objectives sought with the use of the method, formats of application, and main results obtained. The research was carried out using the SciFinder and Education Resources Information Center databases. A total of 42 articles were analyzed, most of them focused on higher education, and covered several chemistry areas with emphasis on general chemistry. Most of the time, cases are applied to small groups of students, which seeks to promote dialogue and collaboration. The results of the articles indicate that the CS method can be effective for developing higher skills such as critical thinking and communication, in addition to stimulating curiosity and engagement. However, concerning the subjects’ perceptions involved in the researched contexts, some teachers are resistant, but most students are receptive and approve the CS employment in the classes.
This work aims to evaluate the evolution of chemical bonding concepts of high school students at public schools in southern Brazil. For this, we built the epistemological profile of each student who took part in a teaching-learning sequence (TLS) about this topic, based on the foundations of Bachelard's theory. Following the principles of the qualitative survey, we applied questionnaires to monitor the students' ideas. The results revealed that the construction of knowledge took place by overcoming epistemological obstacles linked to the realist and empiricist philosophical zones. Most students (55.2%) presented a mostly rationalist profile at the end of the research, but misconceptions already found in the literature constitute strong barriers to the construction of knowledge, among which the nature of chemical bonds and chemical stability stand out.
O Estudo de Caso (EC) é uma metodologia de ensino centrada no estudante, o qual tem a oportunidade de desenvolver ativamente a sua aprendizagem. Por meio de um caso, que é uma história real ou fictícia da vida cotidiana, o aluno é solicitado a resolver um dilema e, portanto, espera-se que desenvolva habilidades superiores, como pensamento crítico, comunicação, resolução de problemas e trabalho colaborativo. Por meio desta revisão da literatura, foi possível analisar pesquisas sobre a metodologia de EC na área de Ensino de Química na última década em relação aos objetivos, principais resultados e percepções dos sujeitos envolvidos. Foram avaliados 42 artigos, a maioria com foco no ensino superior e abrangendo diversas áreas da Química com ênfase em Química Geral. Os resultados indicam que o método EC pode ser eficaz no desenvolvimento conceitual e atitudinal dos estudantes. Em relação às percepções dos sujeitos envolvidos, embora alguns professores se mostrem resistentes, a maioria dos estudantes aprova o uso do EC nas aulas.
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