Fatores que comprometem a aprendizagem de Química no Ensino Superior: uma revisão bibliográfica.

Abstract

A large percentage of students have learning difficulties, from primary education to higher education in chemistry, considering that it is of paramount importance to have a vital knowledge about these subjects due to much of being involved in our daily lives. This research aims to present some probable reasons for this obstacle that is present in universities. The research is based on a bibliographic study correlating the researchers' statements about the difficulty in learning chemistry in higher education addressing some initial aspects, such as what is learning and teaching from the point of view of some researchers. It was found that the most addressed reasons are those involving psychological, social and biological factors taking into account that concentration is very important during classes, because all curricular components have details that make all the difference. Concluding that the psychological, biological and social well-being of the student and the teacher is of great importance for learning together with the teacher's search, to bring new teaching methodologies so that all students can adapt to the form of learning, and it is also emphasized that the student's dedication to learning is something very significant.