Um panorama da associação entre a química computacional e o ensino de química orgânica

Abstract

The objective of this study was to verify the influence of the use of Computational Chemistry in the teaching of Organic Chemistry as a differentiated methodology, according to the literature. The database selected was the Capes Journal Portal and peer-reviewed articles from the last two decades were evaluated. After the inclusion and exclusion processes, Content Analysis was used, according to Bardin (2015), consisting of: pre-analysis, exploration of the material and treatment of the results and interpretation, therefore, 24 works remained. These studies focused on pedagogical research involving simple and complex organic compounds and the use of various Computational Chemistry tools. The results showed that there was the development of ideas, concepts and content related to Organic Chemistry and indicated that learning difficulties were reduced. Contact with Computational Chemistry allowed a more significant idealization of the importance and what this technology represents. Regarding the application of the interventions proposed in the studies, the existence of different conceptions was found and, for most students, classes using computational chemistry programs made learning easier and more meaningful. In view of the above, with the intention of contributing to the topic, it is suggested that Computational Chemistry be used more frequently, especially software, as an alternative tool in the teaching and learning process, which can enable students to overcome the barriers of chemical knowledge to answer questions that may arise.