EXPLORING FORENSIC CHEMISTRY TO MOTIVATE THE PROCESS OF TEACHING-LEARNING CHEMISTRY

Abstract

Students' lack of interest and motivation can compromise learning in Chemistry. Based on this, this work proposes to streamline and make learning more meaningful through the application of Forensic Chemistry as an alternative methodology, integrating real investigations to develop critical thinking skills and increase student engagement. A class was conducted simulating a crime scene with a 2nd-year high school group at CEPI Osvaldo da Costa Meireles, composed of 26 students with varying levels of interest and aptitude in science. During the class, students participated in practical experiments such as fingerprint analysis, luminol-based blood detection, and DNA identification. These activities connected theoretical concepts with real-life scenarios, fostering investigative skills and problem-solving abilities. However, the approach highlighted the importance of careful planning to avoid creating an unrealistic perception of forensic chemistry. Expanding the use of this methodology in other educational contexts and conducting long-term studies to evaluate its impact on academic performance and student interest are recommended. Furthermore, gathering teachers’ feedback on the feasibility and challenges of this approach will help refine and improve future practices.