Euskara:
Labrador eta Andreu-k (2008) azpimarratzen dute aldaketa metodologikoaren kontzeptua ez dela berria irakaskuntza-ikaskuntza prozesuan, metodologia-aldaketek izan duten garapen historikoaren inguruko azterketan.

Narvaez-en (2006) arabera metologia aktiboen bidezko ikaskuntza xix. mendearen bukaeran eta xx. mendearen hasieran garatu zen. Garai horretan, hezkuntza- eta pedagogia-berrikuntzak zekartzan mugimendu garrantzitsu bat garatu zen: «Hezkuntza Berria». Mugimendu horren ondorioz, lehen aldiz ikaslea kokatu zen hezkuntza prozesuaren erdian. Ordura arte, hezkuntzaren oinarrian irakasleen jarduna jartzen zen. Eskola tradizionaleko irakaslearen funtzioa irakastea zen; eskolan ematen zen hezkuntzaren mamia ezagutzaren transmisioan oinarrituta zegoen.

Prince-ren (2004) esanetan, modu orokorrean esanda, metodologia aktiboak ikasleak beren ikaskuntza prozesuan parte hartzera behartzen dituen irakaskuntza-metodoak dira: «generally defined as any instructional method that engages students in the learning process» (223 or.). Shekhar eta bere kideek (2019) modu beretsuan deskribatzen dituzte: «active learning is described as the instruction that meaningfully engages students in learning through participation in activities in the classroom during a class session» (7 or.).

Español:
Labrador y Andreu (2008) destacan que el concepto de cambio metodológico no es nuevo dentro del proceso de enseñanza-aprendizaje, si se examina el desarrollo histórico de los cambios en la metodología.

Según Narváez (2006), el aprendizaje por medio de metodologías activas se desarrolló a finales del siglo XIX y principios del XX. En aquel tiempo se desarrolló un importante movimiento que aportaba novedades en educación y en pedagogía: «Nueva Educación». Como resultado de aquel movimiento, se situó por primera vez al estudiante en el centro del proceso educativo. Hasta entonces, se ponía la actividad docente en la base de la educación. La función del profesor en la escuela tradicional era la de enseñar; el núcleo de la educación que se impartía en la escuela se basaba en la transmisión de conocimientos.

En palabras de Prince (2004), las metodologías activas, en términos generales, son los métodos de enseñanza que obligan a los estudiantes a participar en su propio proceso de aprendizaje: «generally defined as any instructional method that engages students in the learning process» (p. 223). Shekhar y sus compañeros (2029) las describen de un modo similar: «active learning is described as the instruction that meaningfully engages students in learning through participation in activities in the classroom during a class session» (p. 7).

English:
Labrador and Andreu (2008) point out that the concept of methodological change is not new in the teaching-learning process, as evidenced by an analysis of the historical development of methodological changes.

According to Narváez (2006), active learning developed in the late 19th and early 20th centuries. This period saw the emergence of a significant movement for educational and pedagogical innovation, known as the ‘New Education Movement’. This movement placed the pupil at the centre of the learning process for the first time, since up until then, education had revolved around the actions of teachers. The role of the teacher in traditional schools was to teach; the essence of the education provided at school was based on the transmission of knowledge.

According to Prince (2004), in general terms, active methodologies are those teaching methods that require students to participate in their own learning process: ‘they are generally defined as any instructional method that engages students in the learning process’ (p. 223). Shekhar et al. (2019) describe them in much the same way: ‘active learning is described as the instruction that meaningfully engages students in learning through participation in activities in the classroom during a class session’ (p. 7).