Vivenciando a estratégia de Resolução de Problemas: dificuldades de futuros professores de química

This paper presents some results of a didactic and investigative intervention in the context of pre-service chemistry teachers at the Federal University of Rio Grande do Norte, Brazil. We sought to investigate the nature of the difficulties faced by future teachers in problem solving, and how they reflect on these difficulties in the perspective of building knowledge by a didactic strategy for problem solving based in their own experiences. For this purpose it was organized and implemented a sequence of activities that involve the problem solving strategy. The results suggest that experience of the strategy contributed to a reflective awareness of the students’ difficulties for learning and, of course their own difficulties in teaching and learning, as pre-service teachers.