Main difficulties identified in chemistry learning: a literature review

Abstract

This article offers an integrative review of national and international academic literature aimed at identifying, in a more detailed and systematic way, the main difficulties faced by high school students in learning Chemistry. The research is strongly grounded in official Brazilian documents, especially the Brazilian National Common Curricular Base (BNCC – Brazil, 2018), considering the need to articulate theory and pedagogical practice. Furthermore, it robustly explores the inclusion and exclusion criteria used in studies addressing learning difficulties, highlighting how fragmented publications can compromise the synthesis of findings. Conceptual, affective, and methodological barriers are analyzed, emphasizing the influence of misconceptions, academic anxiety, and the disconnection between content and real-world application contexts. In line with BNCC recommendations, the text develops an expanded overview of pedagogical interventions – from active methodologies and digital technologies to gamification – presenting empirical evidence of their effectiveness. Finally, contributions for teachers’ continuing education and suggestions for future research are discussed, aiming to provide support for educators to align their practices with official guidelines and overcome identified barriers.