Active methodologies among secondary STEM teachers. Use and perceptions

Abstract

Active methodologies are excellent tools for improving the development of skills, as well as student learning. The perceptions and the use that 92 secondary education teachers of the Valencian Community (Spain) manifested in a questionnaire after having carried out training in them are collected. The results allow us to verify that, although there is an increase in use and an improvement in perceptions, there is still considerable resistance to change among this group of teachers. They find disadvantages such as considering them very demanding over time and are sceptical about the real learning of students.