Metodologias ativas aplicadas ao ensino de ciências e biologia: uma revisão sistemática

Abstract

Traditional teaching methodologies are characterized as ineffective in the digital age, since they are based on the transmission of information that no longer corresponds to the dynamics of a fluid and contemporary society, resulting in mechanical learning aimed at memorization for solving technical exams. In contrast with active methodologies, which place the student in the position of protagonist and main agent in the learning process, encouraging them to assume co-responsibility for their own learning. In this context, the systematic review in question aimed to analyze how the Brazilian scientific literature has addressed the use of Active Methodologies in Science Teaching in basic education. From searches conducted in the online and visual tool "Connected Papers," two maps were produced from two focal articles, originating 40 articles in each map, which underwent inclusion and exclusion criteria, resulting in 24 articles. These manuscripts were distributed into the following categories: synthesis of the relevant articles included in the review, focusing on Active Methodologies in the mapping and study of teaching and learning theories; synthesis of the articles included in the review, focusing on educational games and gamification; This study summarized the articles included in the review, focusing on practical classes, experimentation, and didactic workshops; the articles included in the review, focusing on University Extension and the Teaching of Physiology and Human Anatomy; and the articles included in the review, focusing on the perceptions of the teaching staff, training, and school practice. The results indicated that most of the selected works were systematic reviews, state-of-the-art studies, and reports of pedagogical interventions carried out by Higher Education institutions in Basic Education units, highlighting a lack of publications related to the application of active strategies by teachers in schools. Furthermore, there was a lack of studies published in recent years and a predominant geographical distribution in the Northeast and South regions of Brazil. Therefore, it is necessary to expand research focused on the application of active methodologies in science teaching, in order to strengthen teaching models centered on student-centered learning.