Eficácia da aprendizagem ativa no ensino agrícola: uma revisão sistemática

Abstract

It is constantly necessary to rethink the ways in which education is promoted, to strengthen the relationship between students and teacher until both act as partners. The active methodology (MA) brings in its premises, expanding the acquisition of knowledge through the contextualization and problematization of situations, which bring together the relationships between students and teachers. Such methodology has been presented as an alternative to the traditional teaching methodology, characterized as passive knowledge instruction, with reduced interaction between student and teacher. MA is composed of several active methods, however, there is a need to analyze the evidence of such methods mainly in the agricultural area. The present study, using systematic review as a tool, sought to answer whether MA is effective in agricultural education, identifying and conceptualizing also the main active methods used in agricultural education. In addition, it intended to analyze important factors that need to be considered and or improved when using active methods. Following a strict protocol, “Preferred reporting items for systematic review and meta-analysis protocols”, (PRISMA-P), considered a reference in systematic reviews, this research used as a research database: Google Scholar, “Education Resources Information Center” ( ERIC) and the thesis bank of the Coordination for the Improvement of Higher Education Personnel (CAPES). As an eligibility criterion, the selected studies should contain a population of students of regular education, use of MA as an intervention, experimental or quasi-experimental research, with no restriction on the date of publication or methodological quality, but considering the restriction of studies to English and Portuguese. Strategies were used for data extraction, quality assessment and presentation of results, as well as at the end of the narrative synthesis. As a result, this research selected 22 studies, one from Canada, two from China and the rest from the United States of America. The educational level of the studies included were 11 undergraduate, 10 medium and one fundamental. The active methods found were, problem-based learning, problem solving and inverted classroom, used in nine studies; already technology-based learning appeared in eight; research-based learning has been in three studies; cooperative learning and experiential learning appeared in two studies each; and, finally, in-service learning, which was the subject of a study. After analysis and narrative synthesis, it was possible to infer that the use of MA in agricultural education is an effective tool compared to traditional teaching methods. The active methods most used in agricultural education were problem solving, problem-based learning, inverted classroom, technology-based learning, research-based learning, cooperative learning, experiential learning and in-service learning. The time used in the intervention as well as the training of the teacher when applying AM are one of the factors that can influence the effectiveness.