ACTIVE METHODOLOGIES IN SCIENCE TEACHING: IMPLICATIONS FOR MEANINGFUL LEARNING

Abstract

This bibliographic study aims to analyze the contributions of active methodologies to Science teaching, emphasizing meaningful learning and teacher education in the early years of Basic Education. Based on classical and contemporary theoretical frameworks in science education, the article discusses how active pedagogical strategies—such as project-based learning, inquiry-based teaching, flipped classroom, collaborative learning, and experimental practices—promote student protagonism, critical thinking, and the construction of scientific knowledge. Additionally, the relationship between the adoption of these methodologies and initial and continuing teacher education is examined, considering pedagogical, structural, and technological challenges. It is concluded that active methodologies represent significant tools for rethinking Science teaching when combined with consistent teacher training and reflective pedagogical practices.