Development and validation of thermochemistry problems based on the 4Cs
DOI:
https://doi.org/10.5380/recem.v1i1.102845Keywords:
Thermochemistry, 4C, Effective problem, Skills indicatorAbstract
This investigation articulates aspects of problem-solving methodology, chemistry learning, and 21st-century skills to propose a theoretical model for the development and validation of thermochemistry problems, touching upon the skills of the 4Cs. Three thermochemistry problems (P1, P2, and P3) were developed, anticipating the development of contemporary skills such as critical thinking, collaboration, communication, and creativity, based on generic indicators (knowledge, active cognition, conation, affectivity, and sensory motor skills). In this study, problems P1 and P2 were analyzed by a group of 27 undergraduate students using a questionnaire consisting of 26 self-report statements of the six-point Likert scale. Descriptive quantitative analysis showed that critical thinking was the skill best evaluated by participants in both problems, considered consistent with averages above 4 for all indicators, followed by collaboration and lastly communication. Regarding the indicators, the sensorimotor component showed variations in scores and perceptions in all investigated skills. In both problems, all indicators were identified, which could be represented by the pentagonal model, explaining the disribution and intensity of the indicators for each skill. It was possible to perceive that both problems maintained consistency among the skills in the pentagonal model. It can be inferred that the use of indicators and the 4Cs as a reference for problem construction allows the development of important skills for the integral development of the student in Chemistry classes.
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Copyright (c) 2025 Mylena Rodrigues Machado, Natany Dayani de Souza Assai, Everton Bedin
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