Active methodology with riddles in high school: stimulating logical reasoning through experiential practice

Abstract

Objective: To present the use of the active methodology based on riddles as a didactic strategy to stimulate logical reasoning and problem-solving skills among students of the Integrated Technical High School, specifically in the subject of Hygiene, Health, and Safety, addressing occupational risks. Experience report: The activity was carried out with two first-year classes of the technical course in Administration at a public state school. The students were divided into four groups, and each group received four posters representing occupational risks: physical, chemical, biological, and ergonomic. The dynamics consisted of carefully reading the riddles and associating them with the correct risk by pasting them onto the corresponding posters. The proposal generated high engagement from the students, who participated enthusiastically and demonstrated active involvement in identifying the concepts. The result was extremely satisfactory, with over 90% accuracy, along with positive feedback regarding the playful and challenging nature of the activity. Final considerations: The use of active methodological strategies, such as riddles, proves to be effective in the teaching-learning process by promoting greater participation, sparking interest in the content, and encouraging the development of logical reasoning. Practices like this help make the school environment more dynamic and interactive, stimulating cognitive and collaborative skills that are essential for student training.