An overview of CTS, interdisciplinarity and active methodologies in the perception of teachers

Abstract

In recent decades, the traditional approach focused on memorization and solving exercises has been criticized, appearing as options, compared to the traditional teaching panorama: STS education and interdisciplinarity, as well as active learning methodologies. In this scenario, the objective of this work was to analyze, in a multi-referential context, teachers’ perceptions about the development of interdisciplinary practices, based on STS teaching using active learning methodologies. From this perspective, the work was classified as a case study research, in the case of descriptive qualitative research. The data was collected from semi-structured interviews, and the participants were teachers who work in the classroom in the area of Natural Sciences and Mathematics. The data showed that the relationship between STS teaching, interdisciplinarity and active learning methodologies can turn out to be quite fruitful for the student and the school in general, if the teacher knows how to work with them, and for that the professional will need to have good initial training. The data points to potential weaknesses at this level, since all interviewees reported having contact with these discussions only in their continuing education.