Thirst for Learning: Active Methodologies and Science Teaching - A Path to Environmental Education in the Early Years

Abstract

In the face of contemporary environmental challenges, environmental education emerges as a fundamental pillar for the formation of conscious and critical individuals. Students' "Thirst for Learning" can be quenched with the use of active methodologies that make science teaching more engaging and potentially more meaningful. In this context, problem-based learning, an active methodology that places the student at the center of the teaching-learning process, shows promise for science teaching, especially when addressing topics such as the water cycle. As students are engaged in real situations and problems, this approach helps develop skills such as problem-solving, critical thinking, and collaboration, in addition to fostering the construction of meaningful knowledge. This research aims to investigate the role of active methodologies in science teaching in the early years, with a focus on environmental education through a narrative review of the literature. It also explores how active methodologies, especially problem-based learning, favor science teaching in the early years and also help promote environmental education. The review demonstrates that these methodologies can encourage students' active participation in the construction of knowledge and contribute to more meaningful and lasting learning. By addressing topics such as the hydrological cycle in science teaching through active approaches, students develop essential life skills and acquire knowledge about the importance of water for the planet. It is concluded that the use of active methodologies in science teaching is a favorable strategy for environmental education in the early years. Furthermore, the results show that this active approach helps to awaken students' interest in science and foster more sustainable attitudes.