ACTIVE METHODOLOGIES AT QNESC (2011-2020): A LOOK AT CHEMISTRY CLASSES IN HIGH SCHOOL

Abstract

This study aimed to understand how active methodologies are being used in high school chemistry classes according to the production published in the Journal Química Nova na Escola (QNEsc) in the last decade. Descriptive and exploratory, this bibliographic research is of the state of knowledge type, has a qualitative approach and had the QNEsc Journal as a data source, articles published in the time frame between 2011 and 2020. For the selection, titles, abstracts and keywords to confirm which texts were directly related to the theme 'active methodologies'. Of the 14 selected articles, characteristics such as: type of methodology, stage of schooling, content covered, materials and resources used, class development and results achieved were identified. The texts address three types of active methodologies: Problematization, case study and didactic games with a bias in gamification. The most recurrent public were students of the 2nd year of high school. Regarding the most frequent contents, the following stood out: Periodic Table, Thermochemistry and Organic Chemistry. The use of technologies, activities and questions, in addition to the games themselves, were the resources used. From the description of the classes, important aspects are perceived, such as the teacher's prior planning, the formation of groups and student protagonism. In addition to dynamics, these classes contributed to learning, as the understanding of chemical concepts was favored. Therefore, after analyzing the material, it is concluded that active methodologies have been used in Chemistry Teaching as a strategy for the construction of active, autonomous, protagonist and efficient knowledge.