This study investigated, from the perspective of university professors, the fundamental structuring concepts in the teaching of organic chemistry and how these concepts appear in secondary school and university textbooks. The research stems from the observation that conceptual fragmentation compromises learning and contributes to high failure rates in undergraduate courses. A gap in the literature was identified concerning the systematization and articulation of organic chemistry concepts in education. Adopting a qualitative and exploratory approach, the study occurred in two stages: (i) a questionnaire was administered to forty university professors; (ii) chapters from organic chemistry textbooks were analyzed to construct conceptual maps that revealed concept hierarchies and interrelations. The findings show that professors consider chemical bonding, stereochemistry, structure, and acidity-basicity as key structuring concepts. Although these are present in textbooks, their treatment is often fragmented and poorly contextualized, hindering student understanding. The study concludes that effectively integrating organic chemistry concepts into the teaching-learning process requires a more coherent pedagogical approach. It also highlights the need for curriculum revision and the development of teaching materials that support integrated conceptual understanding. Future research should include perspectives of secondary teachers and undergraduate students to better understand the learning challenges in organic chemistry.
Costa et al. (2025) studied this question.