Use of the Problem-Solving Methodology in Teaching Instrumental Analytical Chemistry to Non-Chemists: An Experience Report

• Marisa Longo ^[1] ; Carla Sirtori ^[1] ; Camila Greff Passos ^[1]
  1. [1] Universidade Federal do Rio Grande do Sul

     Universidade Federal do Rio Grande do Sul

     Brasil

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 8, 2025, págs. 3399-3407
• Idioma: inglés
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• Resumen

  • The great challenge in teaching analytical chemistry today is to ensure the learning of classical and instrumental knowledge relevant to the future areas of activity of the students. The present work reports on use of the problem-solving (PS) methodology in teaching of quantitative and instrumental analytical chemistry in higher education, focusing on concepts related to sample extraction/preconcentration procedures and chromatographic analysis techniques, combined with the theme of pesticides. The problems were applied in three semesters (2020-1, 2020-2, and 2021-1), during the period of emergency remote teaching due to the COVID-19 pandemic. The study had the participation of 46 students from Environmental Engineering and Biotechnology Undergraduate programs, who took the Quantitative and Instrumental Analytical Chemistry-A discipline at a public university in southern Brazil. The results showed that the use of PS assisted in the teaching and learning of the concepts addressed. The PS activity contributed to the development of individual research skills and the acquisition of conceptual knowledge by means of collaborative group working, while also enabling critical reflection on the socio-environmental impacts related to the excessive use of pesticides, alternatives to monoculture plantations, and the need for greater awareness about food safety.