METODOLOGIAS ATIVAS APLICADAS AO ENSINO DE QUÍMICA

Abstract

The present work presents a study on active methodologies applied to the teaching of chemistry, considered by education scholars as an effective resource for the teaching-learning process. Methods of descriptive qualitative research of bibliographic nature were used, organized through the analysis and interpretation of scientific texts that discuss the proposed theme. The studies analyzed were: problem-based learning, gamification, playful games, Peer Instruction, inverted classroom, experimental activities, as well as hybrid teaching, which combines the modality of face-to-face teaching with virtual teaching. Scholars who gave scientific theoretical support, Oliva and Silva (2016) are emphatic in stating that Active Methodology has the ability to promote students' teaching-learning, since its purpose is to make the student a protagonist in the construction of their knowledge. Macedo (2018) defines the Active Methodology as a concept of critical-reflective education based on stimulus in the teaching and learning process, resulting in involvement by the student in the search for knowledge. As benefits of teaching and learning, it develops student autonomy, a break with the traditional model, teamwork, integration between theory and practice, the development of a critical view of reality and favoring a formative assessment. Active hybrid methodologies, or inverted classroom, and experimentation were the most indicated and appropriate in teaching chemistry.