ACTIVE METHODOLOGIES AND ENVIRONMENTAL COMFORT: A PROPOSAL FOR TEACHING SOLAR GEOMETRY

Abstract

This article aims to report the process of applying active methodologies in the teaching of solar geometry for Architecture and Urbanism students at the Fluminense Federal University and to evaluate their outcomes, comparing them to a previous version of the lessons based on traditional methodologies. The research seeks to bridge the gap between theory and practice and make the subject more accessible to students, particularly in the design of solar shading devices. Three versions of the lessons were assessed: the first based on traditional methodologies, and the others representing variations of the same approach using active methodologies, including the Station Rotation model. The evaluation involved formative assessment surveys and final project grades. The results demonstrated greater engagement, autonomy, and knowledge retention with active methodologies, as well as the development of higher-order cognitive skills, such as creating. Students also reported a more positive perception of active methodologies compared to the traditional approach, particularly due to the opportunity to learn concepts through hands-on activities. The findings suggest that active methodologies are highly effective in enhancing the teaching of complex topics, fostering deeper and more meaningful learning experiences while meeting the demands of contemporary pedagogical practices.