In schools, the teaching of chemistry is more associated with the traditional mold
of knowledge transfer, which is the memorization of formulas, concepts, symbols,
which culminates in the demotivation of the student and contributing to the number
of difficulties in learning the content multiply persistently.Therefore, the importance
of linking what is learned in the classroom with the daily life experienced by
students is born, only then can they associate the information that the teacher
intends to pass on with their daily life, offering the chance to question, reflect and
even understand the importance of learning chemistry. This study aims to identify
some difficulties that students in the second year of high school encounter in
learning chemistry, and is quantitative in nature, through a questionnaire. The
results revealed some difficulties in chemistry on the part of the students,
especially in calculus. In addition, it can also be concluded that students in the 2nd
year of high school present dissatisfaction with the way in which the discipline of
chemistry is conducted and that more practical classes are lacking to obtain more
knowledge and overcome difficulties in the discipline.
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