Potentialities of the active methodology peer review in initial teacher education

Abstract

A teaching based on didactic activities that provides active, motivating learning and puts the student in the construction of their knowledge is what active methodologies seek. From this point of view, this study aimed to analyze the potential of the active methodology Peer Review (MARP) in the initial training of teachers of Natural Sciences and related areas, applied in an extension course promoting the planning of interdisciplinary and contextualized didactic activities. The research is qualitative and quantitative, in which two questionnaires were analyzed, one about previous knowledge and the profile of the participants, and the second about the potential of the MARP. The methodology provided a change in attitude, providing opportunities for critical thinking, collaboration, interaction, debate, interest, creativity, motivation, and other positive potential. In this way, the MARP proved to be a methodology that aggregates in the initial teacher training, especially about assessment and constructive criticism.

Keywords

• atividades didáticas
• ciências da natureza
• ensino de ciências
• metodologias ativas.