Active teaching methodologies have been placed as a hope for changing education at different levels, transiting from passive lecture-centered to student-centered learning. With the health measures of social distance, the COVID-19 pandemic forced a strong shift to remote education. With the challenge of delivering quality education through a computer screen, we validated and applied an online course model using active teaching tools for higher education. We incorporated published active-learning strategies into an online construct, with problem-based inquiry and design of inquiry research projects to serve as our core active-learning tool. The gains related to students' science learning experiences and their attitudes towards science were assessed by applying questionnaires before, during and after the course. The course counted on the participation of 83 students, most of them (60,8%) from post-graduate students. Our results show that engagement provided by active learning methods can improve performance both in hard and soft skills. Students participation seems to be more relevant when activities require interaction of information, prediction and reasoning, such as open-ended questions and design of research projects. Therefore, our data shows that, in pandemic, active learning tools benefit students and improve their critical thinking and their motivation and positive positioning in science.

中文翻译：

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主动学习工具改善了高等教育的学习成果，科学态度和批判性思维：COVID-19大流行期间在线课程的经验

从被动的以演讲为中心的学习方式向以学生为中心的学习方式转变，积极的教学方法被寄希望于改变教育水平的希望。通过采用社会距离卫生措施，COVID-19大流行迫使人们强烈转向远程教育。面对通过计算机屏幕提供高质量教育的挑战，我们验证并使用了用于高等教育的主动教学工具来应用在线课程模型。我们将已发布的主动学习策略合并到一个在线结构中，并基于问题的查询和查询研究项目的设计作为我们的核心主动学习工具。在课程开始之前，期间和之后，通过问卷调查来评估与学生的科学学习经历和他们对科学态度有关的收获。该课程有83名学生参加，其中大多数（60.8％）来自研究生。我们的结果表明，积极学习方法提供的参与度可以提高硬技能和软技能的表现。当活动需要信息，预测和推理（例如，开放式问题和研究项目的设计）之间的交互时，学生的参与似乎更相关。因此，我们的数据表明，在大流行中，主动学习工具使学生受益，并提高了他们的批判性思维，动机和在科学中的积极地位。当活动需要信息，预测和推理（例如，开放式问题和研究项目的设计）之间的交互时，学生的参与似乎更相关。因此，我们的数据表明，在大流行中，主动学习工具使学生受益，并提高了他们的批判性思维，动机和在科学中的积极地位。当活动需要信息，预测和推理（例如，开放式问题和研究项目的设计）之间的交互时，学生的参与似乎更相关。因此，我们的数据表明，在大流行中，主动学习工具使学生受益，并提高了他们的批判性思维，动机和在科学中的积极地位。