STATION ROTATION AS AN ACTIVE STRATEGY IN EDUCATION: PERCEPTIONS AND IMPACTS ON THE TEACHING-LEARNING PROCESS
Keywords:
Blended Learning, Active Methodologies, Station RotationAbstract
This study analyzed the application of the active learning methodology Station Rotation in Science teaching, focusing on the topic “Protein Synthesis” in high school classes from two public schools in Espírito Santo, Brazil. Four lessons were planned, three of which were developed through rotation among four stations (green, yellow, white, and blue), where students experienced different theoretical and practical approaches — including text reading, educational games, hands-on activities, and interactive videos. Data collection was conducted through questionnaires applied to students and teachers, and analyzed using NVivo software. The results showed that the methodology fostered student protagonism, peer collaboration, and personalized learning, making classes more dynamic and engaging. Teachers highlighted as advantages the increase in student participation and understanding, while noting the need for more planning time as a challenge. It is concluded that the Station Rotation model is an effective strategy for Science education, promoting active and meaningful learning.
