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This paper aims to compile and test activities in the areas of mathematics, demanding the active participation of students, through experiments and trials, joining dialog to theory as a methodological option that is, aiming to insert mathematics through active experiments to reproduce, in the classroom, students' daily activities. In this sense, a reflexion about the needs to turn mathematics more attractive was made, where the classroom is not an isolated space, but providing a discussion space to unite theories and practices with the aim of training active students in their teaching and learning process. This activity model was developed in a school in Rosario do Sul -RS, with a 9th grade middle school, with 12 students and realized through four distinct moments: introduction to initial concepts, laboratorial trials, real world trials using an app, and, finally, performing calculations and discussing their results. At the end of this paper it was possible to realize that the students made significant gains in their learnings confirming that it is possible to perform mathematics through practical activities and with ludic experiences on final years of middle school. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the chemistry laboratory in the digital culture era as an active methodology in the learning process. The human development phases according to Piaget and Vygotsky are described in association with the age-related knowledge on reagents and equipment required for high schoolers' use of the school laboratory. The bibliographical methodology of exploratory nature used in this study will enable its continuation using 1990's Brazilian High School guidelines for chemistry laboratory and active methodologies, a popular issue in education. The results show that the mobilization of concepts and the collective discussions during a laboratory experiment enable students as active subjects not only on the matters of chemistry but as well as in ethics and social responsibility issues. So, the chemistry laboratory must be considered as an active learning methodology for raising ethical citizens committed to the planet. [ABSTRACT FROM AUTHOR]

The paper presents the design and preliminary data from a research conducted in the framework of an I + D + I project of the Spanish Ministry of Science and Innovation in which various European and Latin American universities have participated. It intended to open up avenues for reflection and to design proposals for the acquisition of skills in rural schools and how these skills, developed according to a participatory-active methodology framework, with great attention to cultural and social diversity, can have educational and organizational components transferable to regular schools. [ABSTRACT FROM AUTHOR]

Students commonly exhibit serious spatial comprehension difficulties when they come to learning crystal systems. To solve this problem, an active methodology based on the use of a Didactic Virtual Tool (DVT)—developed by the authors—is presented in this paper. The students' opinion was obtained from a survey carried out on 40 mechanical engineering students. The analysis of the obtained results reveals that, by using this DVT, students achieve a better understanding of the contents where spatial difficulties often arise during conventional teaching. Several DVT features were highly valued by the students, e.g., didactic use was rated 9.5 out of 10 and the methodology using the DVT in the classroom was rated 8.5 out of 10. In addition, the results revealed two factors that the students considered essential for using a DVT, both related to the tool design: (i) the modern aspect, i.e., it is necessary to keep a DVT updated to avoid obsolescence; and (ii) the DVT must be appealing in order to attract the students' attention. [ABSTRACT FROM AUTHOR]