O uso da Team Based Learning (TBL) como ferramenta pedagógica para o ensino e aprendizagem de ciências em uma escola pública do município de Fortaleza - CE

Abstract

The teaching of Science in basic education faces significant challenges, especially in the context of municipal public schools, where factors such as student demotivation, the use of traditional and non-interactive methodologies, and difficulties in scientific literacy hinder learning. The need for innovative pedagogical strategies that promote greater student engagement and active participation has led to the use of active methodologies, including Team-Based Learning (TBL), which emphasizes group learning, problem-solving, and student autonomy in the teaching and learning process. This study aims to investigate the contribution of TBL to Science teaching in a municipal public school in Fortaleza/CE. A quasi-experimental study with a quantitative qualitative approach was conducted with 6th grade students from the final years of elementary school, divided into two groups: Traditional and Intervention. Pre-tests and post-tests for both short and long terms were applied, along with interviews and satisfaction questionnaires. A significant positive effect (p<0.05) was observed in the use of TBL as a learning tool for Science teaching compared to the traditional model, with the Intervention group obtaining a higher average score in the short-term post-test (7.785 ± 0.431) compared to the Traditional group (6.125 ± 0.326), and this pattern was maintained in the long-term post-test of the Intervention group (6.7 ± 0.402) and the Traditional group (5.5 ± 0.280). The analysis of interviews and satisfaction tests revealed that TBL was well-received by students, but also pointed out challenges for its implementation in Elementary Education. It is concluded that TBL is an effective active methodology for Science teaching, contributing to student motivation, improving their understanding, engagement, and content retention.