Estratégias de aprendizagem utilizadas por estudantes de licenciatura em química: uma revisão da literatura

Abstract

Learning strategies are tools that help students improve their academic performance, achieving the best possible results within their capabilities. Considering that traditional teaching approaches, focused on content transmission and memorization, are insufficient to promote autonomous and reflective learning, it becomes fundamental that students develop self- regulation and use effective strategies to achievetheir academic goals. The objective of this study is to identify in the literature the main learning strategies used by undergraduate students in Chemistry. To this end, we sought to map the strategies described in the scientific literature in the context of initial teacher training in Chemistry, analyze how the identified learning strategies demonstrate the level of self-regulation of undergraduate students, compare the selected studies, pointing out similarities and differences in the use of learning strategies, and systematize the main discussions in the literature on the importance of strategies and self- regulation in initial teacher training in Chemistry. This qualitative research was characterized as an integrative literature review. The search for studies was conducted in the CAPES/MEC Periodicals Portal and Google Scholar databases, using the descriptors "Learning Strategies" AND "Chemistry Degree". Inclusion criteria were national studies published between 2020 and 2025, focused on higher education and addressing learning strategies and self-regulation specifically in the context of Chemistry Degree programs. Exclusion criteria were studies dealing with other degree programs, active methodologies without a focus on self-regulation, and studies focused on basic education. After the initial search and application of the criteria, the final corpus consisted of 13 studies. The results demonstrated that self regulation of learning is still in the process of consolidation within the context of initial teacher training. They also highlighted the predominance of superficial cognitive strategies, such as summaries, note-taking, and rereading, while metacognitive and self-regulatory practices like planning, progress monitoring, and self-assessment appear in a limited way and are generally associated with assessment moments. Therefore, it is concluded that self-regulation is a skill that needs to be further developed in the academic context, highlighting the need for formative practices that promote greater autonomy and self-reflection on the part of student teachers.