Teaching and learning of science and research in upper basic and high school.

Abstract

The objective of this study was to investigate the teaching-learning processes of science and research at the upper basic education and high school levels, through an analysis of secondary information sources using a bibliographic methodology. This research provided insight into the educational dynamics at these levels, focusing on the transmission of scientific knowledge and the development of research skills. The studies reviewed highlight the importance of active methodologies, such as Project-Based Learning (PBL), collaborative learning, and the use of innovative technologies (such as immersive tools and artificial intelligence) to strengthen science learning. It was evident that these methodologies foster active student participation, improving their understanding and development of critical skills, while well-organized learning environments are essential for the success of these strategies. The results also highlighted the need for ongoing training for teachers in the use of these methodologies and technologies, as well as the importance of ensuring equitable access to digital resources. The research highlights that, although progress has been made, challenges persist in inclusive education, requiring a more equitable and accessible approach for all students. In conclusion, active approaches to science teaching are essential for the development of research and scientific competencies, although their effective implementation depends on teacher training and an appropriate educational environment that fosters interaction and collaboration.