METODOLOGIAS ATIVAS NO ENSINO DE CIÊNCIAS: DESENVOLVIMENTO E APLICAÇÃO DE UMA SEQUÊNCIA DIDÁTICA DOS ESTADOS FÍSICOS DA MATÉRIA NO 9° ANO DO ENSINO FUNDAMENTAL

Josilene Pereira Silva; Mariana Cabral do Nascimento Santos; José Vitor da Silva Nunes; Dário Santos Fontes; Andressa Vital dos Santos; Vitória Maria Canuto de França; Mayra Gabryelle Almeida Batista; Dayane Kelly da Silva; Jarina Waléria Alves Silva; Franco Eduardo Oliveira da Silva

doi:10.51891/rease.v12i5.25782

Authors

Josilene Pereira Silva Universidade Federal de Alagoas
Mariana Cabral do Nascimento Santos Universidade Estadual de Alagoas https://orcid.org/0009-0007-1122-6012
José Vitor da Silva Nunes Universidade Federal de Alagoas https://orcid.org/0000-0002-5204-0333
Dário Santos Fontes Universidade Federal de Alagoas https://orcid.org/0009-0008-1585-0063
Andressa Vital dos Santos Universidade Federal de Alagoas https://orcid.org/0000-0001-6530-2892
Vitória Maria Canuto de França Universidade Estadual de Alagoas https://orcid.org/0009-0000-1528-3347
Mayra Gabryelle Almeida Batista Universidade Federal de Alagoas https://orcid.org/0009-0007-9186-4849
Dayane Kelly da Silva Universidade Federal de Alagoas https://orcid.org/0000-0003-2059-3467
Jarina Waléria Alves Silva Universidade Federal de Alagoas https://orcid.org/0000-0002-1180-0068
Franco Eduardo Oliveira da Silva Universidade Federal de Alagoas

DOI:

https://doi.org/10.51891/rease.v12i5.25782

Keywords:

Didactic Sequence. Science Teaching. Active Methodologies.

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.