EFFECTIVENESS OF ACTIVE LEARNING IN AGRICULTURAL EDUCATION

Abstract

The active learning (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. This study, using a bibliographic review based on systematic review as a
tool, sought to answer if MA is effective in agricultural education. Guided by the protocol (PRISMA-P),
this research used as research databases: 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. Portuguese. Strategies were used for data extraction, quality assessment and presentation
of results, thus concluding that the use of MA in agricultural education is an effective tool compared totraditional teaching methods. The time used in the intervention, as well as the training of the teacher
when applying MA are one of the factors that can influence the effectiveness.