Didactic sequence to teach laboratory techniques in organic chemistry: analysis of terpenes in common medicines

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Published: Jul 8, 2025
DOI: https://doi.org/10.22201/fq.18708404e.2025.3.89321

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Brenda de Moraes Cordeiro
Programa de Pós-Graduação em Ensino de Ciências da Natureza, Departamento de Química Orgânica, Instituto de Química, Universidade Federal Fluminense, Brasil
https://orcid.org/0009-0009-9664-5463
Carlos Magno Rocha Ribeiro
Programa de Pós-Graduação em Ensino de Ciências da Natureza, Departamento de Química Orgânica, Instituto de Química, Universidade Federal Fluminense, Brasil
https://orcid.org/0000-0003-1818-6002

Abstract

This work presents a didactic sequence (DS) for teaching key laboratory techniques—continuous and discontinuous extraction, vacuum and atmospheric distillation, steam extraction, and thin-layer chromatography (TLC)—to first-year organic chemistry students. Grounded in inquiry-based learning and investigative methodology, the DS integrates various educational strategies: problem-based learning, theoretical and experimental investigation, and result discussions. The experiments used commercial dental and muscular pain medications and essential oils containing terpenes, analyzed by TLC. Implemented from 2017 to 2019 during seven weekly lab sessions of 3 to 4 hours each in an undergraduate organic chemistry course at Universidade Federal Fluminense, Brazil, the DS aimed to foster students’ deductive reasoning and understanding of the techniques’ interrelations, linking them to real-life medicinal products. The approach increased student engagement and participation, resulting in improved learning outcomes. This improvement was evident both in final exams and in more active and informed classroom discussions compared to previous years.

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Author Biographies

Brenda de Moraes Cordeiro, Programa de Pós-Graduação em Ensino de Ciências da Natureza, Departamento de Química Orgânica, Instituto de Química, Universidade Federal Fluminense, Brasil

Bacharel em Química Industrial e graduanda no curso de Farmácia pela Universidade Federal Fluminense - UFF.

Carlos Magno Rocha Ribeiro, Programa de Pós-Graduação em Ensino de Ciências da Natureza, Departamento de Química Orgânica, Instituto de Química, Universidade Federal Fluminense, Brasil

Tem graduação em Engenharia Química pela Faculdade de Engenharia Química de Lorena (1985), atualmente USP interior, mestrado e doutorado em Química Orgânica pela Universidade de São Paulo, 1988 e 1992, respectivamente. Realizou um pós-doutarado na França, Universidade Renné Descartes nos anos 1992-1993, e na Universidade de Alicante (Espanha) nos anos de 2011-2012. É Professor Titular (Classe-E) da Universidade Federal Fluminense desde dezembro de 2015. Tem experiência na área de Química, com ênfase em Síntese Orgânica, atuando principalmente nos seguintes temas: aplicação de sais de tálio III em química orgânica, reação de Reformatsky assimétrica, aplicação de ultrasom e microondas em síntese orgânica e transformação química em produtos naturais. Estes estudos visam a síntese de produtos naturais terrestres e marinhos biologicamente ativos e fármacos. O Prof. tem ainda desenvolvido trabalhos na área de Ensino de Química, Divulgação Científica e Extensão, na publicação de livros e artigos científicos, bem como no desenvolvimento de produtos instrucionais para o ensino e divulgação científica como, por exemplo, áudios, vídeos, jogos e kits educacionais.

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