Abstract
This study evaluated the use of a heuristic table as a pedagogical tool for solving the problems of gravimetric analysis by precipitation in analytical chemistry. Targeting undergraduate chemistry students, this study adopts a qualitative-quantitative approach and employs an action research methodology. The central hypothesis suggests that the heuristic table facilitates the interpretation, data organization, and analysis of gravimetric problems. The results indicated a significant improvement in students' understanding and skills following the introduction of the table, indicating its efficacy as a meaningful learning tool (p-value < 0.05). This study contributes to the development and validation of effective didactic methodological approaches in analytical chemistry to promote meaningful learning.
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