Teachers’ conceptions of active methodologies in science teaching in Bom Jesus – GO

Abstract

Active methodologies are a powerful tool in science education, promoting student-centered learning where students become the protagonists in constructing their own knowledge by connecting curricular content with real-life situations. In Brazil, discussions about active methodologies became more prominent in the 1990s and intensified in the early 2000s, partially overlapping with the initial training of many practicing teachers. Given this context, this study aimed not only to identify the understanding of 16 teachers from municipal and state public schools in Bom Jesus, GO, regarding active methodologies but also to assess the actual need for continuing education. The research considered potential gaps in teacher training, particularly for science and chemistry education. Using a mixed-methods approach with a questionnaire as the data collection tool, the results revealed that some teachers are unfamiliar with active methodologies or face difficulties applying them. This finding highlights a clear need for professional development focused on both understanding and implementing these methods. The study concludes that teacher training must be connected to the historical context of their initial education. As such, a crucial pedagogical intervention is to provide continuing education for these teachers on the use of active methodologies.