Uso de metodologias ativas no processo de ensino e aprendizagem do sistema esquelético

Abstract

Active methodologies are student-centered pedagogical approaches that aim to transform students from mere receivers of information into agents who construct knowledge, promoting engagement, autonomy, and critical thinking. The absence of active methodologies in the teaching of Natural Sciences often results in purely expository classes, in which students show low engagement, superficial retention of concepts, and difficulty in applying knowledge in a practical and critical way. In this context, this study aimed to evaluate a didactic sequence based on active methodologies for teaching and learning the skeletal system with 6th grade elementar school students. The research, with a qualitative approach, involved 19 students and used as instruments a bibliographic review, the application of a questionnaire on prior knowledge, and a didactic sequence structured in four moments: theoretical dialogued class, construction of didactic models, qualitative analysis, and production of drawings and texts about the skeletal system. The results of the questionnaires showed that 74% of the students had never experienced practical classes before. During the sequence, it was observed that students showed greater engagement and the articulation between theory and practice stimulated creativity, collaborative work and the retention of complex concepts. In addition to the ability to transfer theoretical knowledge to concrete representations. Active methodologies promoted autonomy, critical reflection and significant learning of the concepts of the skeletal system, and the integration of active strategies contextualized with prior knowledge enhanced learning in Science teaching.