Adapting Chemistry Course Content for Students in Life Sciences Universities

Abstract

Chemistry is a fundamental discipline in the initial training of life sciences students, providing the necessary theoretical basis for the understanding of the specialist disciplines studied later. In the current context, there are significant difficulties in the assimilation of content by students, determined by factors such as the diminishing of the theoretical basis acquired in pre-university education, the intrinsic complexity of discipline, the low motivation for learning and the limitations of educational resources. The present study aims to evaluate the students’ perception on the clarity of the teaching of the Chemistry discipline and to identify the main difficulties encountered in the learning process. The research is based on the application of a structured questionnaire, which includes Likert items and open questions, distributed to first year students. The analysis of the answers allows highlighting the degree of concordance between the teaching strategies used and the real experience of the students, as well as the formulation of directions for optimizing the teaching process. The obtained results contribute to the adaptation of the didactic methods to the peculiarities of the current generation of students and to the increase of the efficiency of the educational process.