Molecular Modeling as a Didactic Tool in Organic Chemistry Teaching on Some Abuse Drugs Thematic

Aims: Chemistry is a complex science, due it theories explain the phenomena at the microscopic level, making the concepts of it difficult to understand, which restrict students perception. This work demonstrates the importance of Information and Communication Technologies (ICTs) to the organic chemistry teaching with a thematic approach on drugs using molecular modeling as a didactical tool in the teaching and learning process.

Place and Duration of Study: The research was conducted in Amapá State University (UEAP), located in the city of Macapá-AP, Brazil.

Study Design: The population sample consisted of randomly academics degree course in the second chemical semester and the data were collected through questionnaires.

Methodology: The research presents quantitative characteristics and the sample group consisted of 24 undergraduate students from UEAP, equally divided into two groups: Control Group (CG) and Intervention Group (IG). In the first part the questionnaires were applied to students of both groups to check the perceptions, conceptions about drugs and molecular modeling. In a second part was held a class lecture to the academic groups, which were showed concepts about drugs, classification, law, chemistry drug-related, and study for molecular modeling, followed by questionnaires. In the third part, an introductory course in molecular modeling to 12 students of the intervention group (IG), using the ChemSketch software, being treated together, the theme drugs and application of molecular modeling by applying the questionnaire to the intervention group after the course. The answers from both groups were compared and observed the level of knowledge of students before and after the inclusion of the introductory course in molecular modeling.

Results: The study revealed a considerable difference in the results obtained after three different parts, the first two times were simultaneously experienced by both groups (CG and IG) and the third time only the IG participated of the introductory course in molecular modeling. After evaluate the data obtained by the students on the theme of drugs, molecular modeling and their approach on organic chemistry respectively, was possible to notice in the proposal questions the growth of the hit rate and therefore the reducing errors. Regarding the concept drugs and the differences between the terms medicines and pharmaceuticals, Issue 1, Part 1 (62.50%), Part 2 (83.33%) and Part 3 (91.67%). In this question the errors were related to difficulties in distinguishing academic terms: drug, remedy and medicine, as well as its relationship to the body. Regarding the complexity of molecular modeling as a tool, Issue 3, said "no" respectively, Part 1 (37.50%), Part 2 (71.00%) and Part 3 (83.33%). The assimilation of basic information on modeling and later the performance of the course contributed to increase the hits. About the potential offered by molecular modeling software when inserted into the chemistry teaching, question 8, it was found the following rates of correct answers, Part 1 (29.17%), Part 2 (62.50%) and Part 3 (75.00%). The lack of in-depth knowledge on the subject was dominant for the low rate at the beginning, but after the theoretical explanations and further the practice classes, which selected IG had the opportunity to combine theory with practice and explore the chemical potential offered by modeling molecular organic chemistry as a facilitator of this drug, the indices were reversed.

Conclusion: The dynamism of the teaching and its constant changes require both, the professor and the institution, different strategies in an attempt to provide a more meaningful education. From this perspective, we observe that professors should always seek skills and training in order to improve their teaching methodology, diversifying their classes, creating other learning environments, contextualizing with the academic daily, providing greater interaction and understanding their science, these characteristics have been acquired and well accepted by the inclusion of molecular modeling in organic chemistry teaching focused on drugs, making learning more meaningful.