This blog post discusses the use of active methodologies, particularly Problem-Based Learning (PBL), in science and chemistry laboratory classes. It highlights how educators' efforts in combining theory and practice foster meaningful learning, autonomy, and critical thinking, making them feel valued for their role in shaping student success. Drawing on educational theorists such as Piaget, Vygotsky, and Paulo Freire, the reflection highlights how active learning environments stimulate inquiry, hypothesis formation, and experimentation, thereby contributing to engineering and technical education.
Ricardo Luiz Perez Teixeira (Mon,) studied this question.