Analysis of works published in ENPEC from 2013 to 2019 on active methodologies in Science teaching: what can we say?

Abstract

Active methodologies can be understood as relevant strategies for the teaching and learning processes of different subjects. Its use in the school environment has effectively favored the teaching of complex and abstract topics. However, it is necessary to show how these teaching strategies have been implemented for Science teaching. Thus, the objective of this study was to verify how active methodologies have been described in the academic literature. To this end, a search was carried out in the works published in ENPEC from 2013 to 2019 in order to verify how many and how active methodologies were being described in that event. The active methodologies most used in ENPEC studies were Problem-Based Learning, Project-Based Learning, Flipped Classroom and Investigative Teaching. The analyzed studies showed that active methodologies promote the acquisition of new knowledge, the ability to plan and execute projects, the ability to work in teams, interdisciplinarity and the insertion of several other competences in Science teaching. It was found that there are few works related to this theme in the analyzed event. In this way, it is suggested that new research be carried out and that these be made available to teachers, seeking to contribute more effectively to the use of active methodologies in the school environment.