Rethinking chemistry from student Knowledge: three-dimensional understanding to weave new pedagogical paths

Abstract

This qualitative study, using the action research approach, delves into understanding the difficulties in problem-solving and critical thinking in chemistry presented by eleventhgrade students in a rural educational institution in Tarqui-Huila, Colombia. Through semistructured group interviews focused on everyday chemical phenomena (combustion, fermentation, oxidation), a three-dimensional thematic analysis (cognitive, emotional, sociocultural) of student perceptions was conducted. The findings reveal a marked tension between the students’ practical-experiential knowledge, strongly anchored in their sociocultural context, and their difficulty in applying formal chemical concepts and language. Although they easily connect problems with their experiences and propose practical solutions, they struggle to articulate deep scientific explanations and navigate between the levels of chemical representation. Emotionally, the disposition towards chemistry is sensitive to methodology: contextual relevance and familiarity foster motivation and curiosity, whereas traditional abstract teaching generates disinterest. Socioculturally, popular knowledge acts as an initial scaffold, and connecting chemistry with local issues awakens critical awareness. Metacognitively, students recognize the gap between practical and formal knowledge, demanding more significant learning connected to life. The study concludes there is a need for integral, situated, and dialogic pedagogical approaches, such as Problem-Based Learning (PBL), that start from the student context, integrate the socio-affective dimension, facilitate conceptual connection, and foster reflection for transformative and applicable chemistry learning.