Vol. 1, No. 1 (fev. 2016), eblg002
- Blog Prof. Ricardo Luiz Perez Teixeira, Itabira
- May 20
- 3 min read
Utilization of Active Methodologies for Science and Chemistry Laboratory Classes
Utilização de metodologias ativas para aulas de laboratório de ciências e química
Blog Prof. Ricardo Luiz Perez Teixeira (Engenharia, Inovação e Educação), Itabira, Vol. 1, No. 1 (fev. 2016), eblg002. https://doi.org/10.5281/zenodo.20291130
ISSN 3086-5557
29/02/2016
Ricardo Luiz Perez Teixeira
Instituto de Engenharias Integradas da Universidade Federal de Itajubá, Itabira, MG, Brazil
Abstract: The use of appropriate materials and techniques in science and chemistry projects is crucial for students to effectively execute their experiments during the design phase, achieve expected results, and consolidate academic content. Conversely, inadequate resources may compromise project outcomes. This study explores the application of Problem-Based Learning (PBL) methodologies in both higher education and secondary technical education, aiming to enhance the learning experience for engineering undergraduates and technical students. The integration of theory and practice for meaningful learning is grounded in the works of Pestalozzi, Froebel, Piaget, and Vygotsky, emphasizing experience and individual autonomy. Following Paulo Freire's perspective, combining theory with practice fosters inquiry through the formulation of hypotheses and practical experimentation. Active methodologies like PBL encourage a constructive "learning to learn" approach through case studies, situated within Vygotsky's zone of proximal development.
Keywords: Active methodologies, Problem-Based Learning (PBL), Chemistry education, Laboratory classes, Case study, Meaningful learning, Theory and practice.
References:
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