ACTIVE METHODS IN SCIENCE EDUCATION: DEVELOPMENT AND IMPLEMENTATION OF A TEACHING UNIT ON THE PHYSICAL STATES OF MATTER IN THE 9TH GRADE OF ELEMENTARY SCHOOL

Abstract

Science education still faces challenges related to the prevalence of traditional practices centered on memorization, which hinders students’ meaningful construction of knowledge. In this context, the present study aimed to develop and implement a teaching sequence using active methodologies in chemistry instruction, addressing the topic of the physical states of matter in a 9th-grade class. The research was conducted at a private school, with the participation of 19 students, from February to March 2026. Questionnaires administered before and after the pedagogical intervention were used as data collection instruments. The teaching sequence integrated strategies such as problem-based learning, collaborative teaching, the flipped classroom, gamification, and experimentation. The results showed improved understanding of concepts, greater student participation, and the development of skills such as analysis, argumentation, and problem-solving. It was also found that playful and experimental activities contributed to making learning more meaningful and contextualized. Thus, it is concluded that the use of active methodologies associated with teaching sequences constitutes an effective strategy for teaching science.