Active methodologies in science teaching: mapping and analysis of publications in periodicals in the área de ensino from 2008 to 2018

• Autor(a) principal: Simões, Roberta Cristina Moreira
• Data de Publicação: 2020
• Outros Autores: Gama Russo, Ana Lúcia Rodrigues, Braga, Eduardo dos Santos de Oliveira, Rôças, Giselle
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/11296
• topic: 7.08.04.00-1 Ensino-Aprendizagem, 7.08.04.02-8 Métodos e Técnicas de Ensino; Metodologías Activas; Enseñanza de las Ciencias; Estado del Conocimiento; Investigación Bibliográfica.; Active Methodologies; Science Education; State of Knowledge; Bibliographic Research

This work presents a review of scientific articles on active methodologies published in Brazilian journals Qualis A1’s Área de Ensino, one of the 49 knowledge areas of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). To answer the question: How has the theme of active methodologies has been used and discussed by teachers and researchers in science education?, the work aims to survey the articles related to science education from 2008 to 2018. Specific objectives include selecting publications and mapping the teaching contexts in which the strategies are developed, without the intention of evaluating or discussing all available active methodologies strategies. For this, it was adopted qualitative approach and the research was carried out under the scope of the State of Knowledge. The national journals were selected by consulting the CAPES portal, on the Sucupira platform, using the filters: Área de Ensino  and 2013-2016 quadrennium; keywords related to the active methodologies were defined for the articles selection. As result, were selected nineteen journals and thirty-nine publications. The most frequent active methodologies in the articles are Teaching for Problems and Teaching by Investigation, with a highlighted for education levels of Higher Education and High School. In the period of this work, there was an increase in the number of publications from 2015 to 2018. We conclude that teachers and researchers have discussed active methodologies through different strategies, at different levels of education. We emphasize the importance of theoretical deepening in the use of active methodologies, avoiding misuse or uncontrolled use, such as a methodological disorder.