Resumo

ASSAI, Natany  e  BEDIN, Everton. Troubleshooting in chemistry teaching: an integrative review. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1104-1120.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao05.

This study proposes an integrative literature review on Troubleshooting (RP) in chemistry teaching at the elementary and high school levels. The Integrative Systematic Review methodology was employed, consisting of 6 steps, using the CAPES Thesis and Dissertation Database and the Digital Thesis and Dissertation Bank as search fields. The results highlighted, in addition to the limited number of works, that the adopted theoretical frameworks are based on a constructivist approach, and the typology of problems is referenced in Lopes, Laudan, and Pozo. There is a predominance of productions in the northeast and south regions regarding the RP methodology, and a variety of didactic strategies used to address the problems. Through Content Analysis, Categories C1 and C2 highlight the need to reflect on the skills required and intended to solve problems as an active methodology. This study advocates for problems that allow the acquisition of decision-making skills, making it clear that RP develops students' skills, protagonism, and creativity, with great potential to be explored in the teaching and learning of chemistry.

Palavras-chave : Problematization; Science teaching; Systematic literature review..

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