MAKER METHODOLOGY IN BIOLOGY AND CHEMISTRY TEACHING: PERSPECTIVES FOR THE CLASSROOM

Abstract

This article aimed to analyze the potential and challenges of Maker Culture in the teaching of Natural Sciences, with an emphasis on the areas of Biology and Chemistry, seeking to understand how this approach can contribute to overcoming expository and fragmented practices. The research was characterized as bibliographic, of a qualitative nature, based on the analysis of scientific articles available in indexing databases, prioritizing studies that address the application of the Maker methodology and its pedagogical implications. The analysis was carried out through critical and interpretive reading, allowing the identification of theoretical convergences, successful experiences, and gaps in the literature. The results indicated that the Maker methodology favors the development of skills such as autonomy, creativity, critical thinking, and collaboration. In Biology teaching, practices such as the construction of didactic models, investigative experimentation, and interdisciplinary projects stood out. In Chemistry teaching, experimentation in Maker spaces, problem-solving, and the creation of prototypes were highlighted. It can be concluded that Maker Culture has great potential to improve education, although its effective implementation depends on adequate infrastructure, teacher training, and greater theoretical depth.