Scientific education needs to be started early, with explorative experiences and representations of the physical world. Implicit conceptual obstacles (knots) are often present in pupils, so scientific education requires different kinds of integrated activities to produce conceptual change from the common ideas to the scientific ones. Besides, active learning generates motivation and curiosity, two fundamental elements that contribute to effective learning. This contribution presents the implementation of a Teaching Intervention Module (TIM) on magnetic phenomena, using integrated strategies of active learning and arts (drama and role-play). The activities aim to produce improvement not only in the scientific learning process but also in transversal competencies. The final product is a theatrical performance designed, prepared and implemented by children, during and for their own learning of the main basic concepts on the magnetic phenomena, beforehand explored by an Inquiry Based Learning approach. This research, with twelve 4th and 5th grade children, uses pre-post tests, tutorials and an observation grid to monitor the children’s learning and understanding, as well as their transversal competencies, through both the scientific inquiry and the theatrical activities.