Um estudo sobre as contribuições das metodologias ativas e da personalização no ensino de ciências

Abstract

The impact of technology on education has been bringing new challenges to the teacher in last decades, causing changes in the educational context of schools and breaking with traditional ways of teaching and learning. The Digital Information and Communication Technologies (DICT) are frequently used by students in their daily lives on multiple digital platforms, what highlights challenging situations for teachers in public and private schools, situation that could be minimized by an introduction of innovative methodologies, making teaching more interesting and closer to the reality of “digital natives.” In this context, this thesis has the general objective of establishing a relationship between Active Methodologies, Personalization and Universal Design for Learning, in an experience in Natural Sciences hybrid teaching, demonstrating, that they can contribute to make the student more and more participatory and autonomous. The COVID-191 pandemic has accentuated the teacher's responsibility to learn about the new uses of DICT in teaching and learning and improving communication with their students through remote teaching. In this way, this work sought to deepen the studies on active methodologies applied to the Natural Sciences teaching, to demonstrate the relationship between them and student personalization, and between both of Universal Design for Learning, as a contribution to improving the performance of students and teachers. The work methodology was based, firstly, on the bibliographic review about the subject, with reading and recording of books and articles, seeking the foundations of the proposed objectives, in situations used in the teacher's pedagogical practice within the Science classroom. To verify the frequency of use of active methodologies in the Science classroom, with or without DICT, a survey was conducted among Elementary School students, from a private school in the South of Minas Gerais and an interview with the teacher responsible for the class. The results of this study indicate that active methodologies provide greater learning and increase student interest, especially if combined with DICT. On the other hand, the research confirmed the importance of the teacher knowing the active methodologies applied in classroom situations, with or without the use of DICT, revealing that democratic access to them by all students is an essential condition for the general improvement of teaching learning.