Contextualized problem solving as a methodological axis in the teaching of chemistry

Abstract

This research analyzes the implementation of contextualized problem-solving as a methodological core in chemistry teaching, emphasizing its impact on meaningful learning and the development of scientific competencies. Based on a mixed approach and a descriptive-analytical design, the study was conducted with 123 students from the Education program at the State University of Southern Manabí. The results show a highly positive perception regarding the facilitation of learning and increased interest in chemistry when problems are linked to real and socio-cultural contexts. Additionally, the students’ ability to transfer knowledge to other areas is highlighted, as well as the need to strengthen teacher preparation for the proper application of this methodology. Among the identified challenges are the complexity of problem formulation and the insufficiency of prior knowledge in the context. The study underlines the importance of constructivist pedagogical approaches, such as Problem-Based Learning and the STSE (Science, Technology, Society, and Environment) approach, in fostering lasting and relevant learning. It concludes that contextualization in chemistry teaching is fundamental for the comprehensive formation of students but requires profound transformations in educational practices and teacher training.