This study aimed to analyze the contribution of the methodology of Case Studies to the development of conceptual, procedural and attitudinal contents inherent to the future professionals of Chemistry. In this sense, Cases on Carbohydrate Chemistry were elaborated to be solved by the students who studied the discipline of Organic Chemistry of Biomolecules of UFRGS. This research has a qualitative nature and it is a Case Study. For the data collection we used the Field Diary where the events were recorded along the activities developed through Participant Observation, audio recordings and the material produced by the participants as reports and presentations. In order to understand the students' perceptions about the activities, we used questionnaires with open questions and likert type. For the analysis of the data obtained were analyzed through coding categories, these elaborated using the guidelines of Bogdan and Biklen. According to the data analysis, the teaching methodology contributed to the development of knowledge related to the conceptual contents of carbohydrates, procedural contents such as oral and written argumentation, and attitudinal contents such as the investigative spirit.

This article presents an experience of the use of the Problem Solving (PR) methodology with undergraduate students of the Licentiate Course in Chemistry of UFRGS, for the study of Ionic Bonding (LI). Salar de Uyuni salts were used to contextualize the problems employed. The Field Log records of the researchers and the presentations of the undergraduates show that the implemented didactic sequence favored conceptual learning, such as the relation between chemical bond theories and some properties of the materials, procedural learning, such as public argument, as reading and handling of different bibliographical reference sources and attitude learning, such as interpersonal relations among students and teachers during the different problem solving stages. Additionally, the results brought to evidence that, from the Problem Solving experience with the Ionic Bond contents, the future teachers were able to perceive work alternatives for their future classrooms.