Active Technological Learning in Chemistry teaching in the high school context

Abstract

In this article, an analysis is carried out with an emphasis on identifying publications that provide support for exploring the implications in teaching and learning processes of pedagogical proposals based on the pillars of Active Technological Learning (ATL) in Chemistry education at the high school level. Qualitative in nature, this research was conducted using the Systematic Literature Review method, in which the studies selected for the final repository underwent a detailed analysis of the observed phenomena, as well as the patterns and meanings identified within them. The results provided evidence of the teacher’s role and the students’ protagonism in the use of digital technologies combined with active methodologies in high school chemistry teaching. Furthermore, the findings highlighted challenges related to infrastructure and the planning of adapted and personalized activities for implementing practices anchored in ATL. It is therefore essential to coordinate collaborative efforts and allocate substantial resources to professional development initiatives and effective educational policies that position ATL as a theoretical model for designing innovative proposals.

Keywords

• aprendizagem tecnológica ativa
• ensino de química
• ensino médio
• revisão sistemática de literatura.