ACTIVE LEARNING METHODOLOGIES IN HIGHER EDUCATION: AN EXPERIENCE REPORT IN THE HUMAN BEHAVIOR BIOLOGY COURSE

Abstract

This study analyzes the application of active learning methodologies in higher education, based on an experience report developed in the Human Behavior Biology course of an undergraduate Psychology program, with emphasis on collaborative and competitive strategies. This is a descriptive study with a qualitative and quantitative approach, characterized as a pedagogical experience report. Active methodologies were applied throughout the academic semester through activities such as quizzes, games, bingo, collective mind mapping, crossword puzzles, and station rotation, integrated with the theoretical content of the discipline. Data collection was carried out through teacher observation and the application of an electronic questionnaire to assess students’ perceptions. The results indicated high levels of student engagement, positive perceptions of learning, and a significant preference for methodologies that promote interaction and collective organization of knowledge, particularly station rotation. Additionally, the coexistence of different learning profiles was observed, evidenced by a balanced preference between competitive and non-competitive strategies. It is concluded that the planned use of active learning methodologies contributes to meaningful knowledge construction in higher education, highlighting the importance of teacher mediation and the balance between collaboration and competition in the teaching–learning process.