The use of conceptual maps as an instrument of evaluation in Fhysical education

Detalhes bibliográficos
Autor(a) principal: Gomes, Ederson Carlos
Data de Publicação: 2019
Outros Autores: Batista, Michel Corci, Fusinato, Polônia Altoé
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2053
Resumo: The teaching and learning of physics has been the subject of much research for decades, though it is still seen by many students in high school as an extension of mathematics, not significant and memorable. In this sense, the present qualitative research, sought to investigate the contribution of conceptual maps as an evaluation tool, in order to identify elements of Meaningful Learning about the content "electromagnetic waves", in a class of 13 students of the 3rd year of High School of a public institution in the central-western region of the state of Paraná. The data of this research were obtained through initial conceptual maps (MCI) and final (MCF) produced by the students during the implementation of a didactic sequence. To analyze the data, we used the theory of Gowin and Novak (1999), seeking theoretical elements of Ausubel's Meaningful Learning, such as hierarchical organization, progressive differentiation and integrative reconciliation. We sought to compare the hierarchy inference, physical concepts, number of links and examples individually, as well as the score reached by each participant. Given the above, it was possible to perceive that this tool has great potential as an evaluation tool indicating indications of a Meaningful Learning among the participants of the proposal.
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spelling The use of conceptual maps as an instrument of evaluation in Fhysical educationA utilização de mapas conceituais como instrumento de avaliação no ensino de FísicaMapas conceituaisAprendizagem SignificativaEnsino de FísicaAvaliaçãoConceptual mapsMeaningful learningPhysics teachingEvaluationThe teaching and learning of physics has been the subject of much research for decades, though it is still seen by many students in high school as an extension of mathematics, not significant and memorable. In this sense, the present qualitative research, sought to investigate the contribution of conceptual maps as an evaluation tool, in order to identify elements of Meaningful Learning about the content "electromagnetic waves", in a class of 13 students of the 3rd year of High School of a public institution in the central-western region of the state of Paraná. The data of this research were obtained through initial conceptual maps (MCI) and final (MCF) produced by the students during the implementation of a didactic sequence. To analyze the data, we used the theory of Gowin and Novak (1999), seeking theoretical elements of Ausubel's Meaningful Learning, such as hierarchical organization, progressive differentiation and integrative reconciliation. We sought to compare the hierarchy inference, physical concepts, number of links and examples individually, as well as the score reached by each participant. Given the above, it was possible to perceive that this tool has great potential as an evaluation tool indicating indications of a Meaningful Learning among the participants of the proposal.O ensino e aprendizagem da Física tem sido objeto de muitas pesquisas há décadas, entretanto ele ainda é visto por muitos alunos no Ensino Médio como uma extensão da Matemática, pouco significativo e memorístico. Nesse sentido, a presente pesquisa de cunho qualitativo, buscou investigar a contribuição dos mapas conceituais como instrumento de avaliação, a fim de identificar elementos de Aprendizagem Significativa sobre o conteúdo “ondas eletromagnéticas”, em uma turma de 13 alunos do 3º ano do Ensino Médio de uma instituição pública da região centro-oeste do Estado do Paraná. Os dados desta pesquisa foram obtidos por meio de mapas conceituais iniciais (MCI) e finais (MCF) produzidos pelos alunos durante a implementação de uma sequencia didática. Para análise dos dados utilizou-se a teoria de Gowin e Novak (1999), buscando elementos teóricos da Aprendizagem Significativa de Ausubel, como organização hierárquica, diferenciação progressiva e reconciliação integradora. Buscou-se comparar individualmente a inferência de hierarquização, conceitos físicos, número de ligações e exemplos, bem como a pontuação atingida por cada participante. Perante o exposto, foi possível perceber que essa ferramenta possui grande potencial como instrumento de avaliação indicando indícios de uma Aprendizagem Significativa entre os participantes da proposta.Editora Cruzeiro do Sul2019-06-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/205310.26843/rencima.v10i3.2053Revista de Ensino de Ciências e Matemática; v. 10 n. 3 (2019): abr./jun.; 58-782179-426X10.26843/rencima.v10i3reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2053/1130https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessGomes, Ederson CarlosBatista, Michel CorciFusinato, Polônia Altoé2023-04-21T02:05:28Zoai:ojs.pkp.sfu.ca:article/2053Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:05:28Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The use of conceptual maps as an instrument of evaluation in Fhysical education
A utilização de mapas conceituais como instrumento de avaliação no ensino de Física
title The use of conceptual maps as an instrument of evaluation in Fhysical education
spellingShingle The use of conceptual maps as an instrument of evaluation in Fhysical education
Gomes, Ederson Carlos
Mapas conceituais
Aprendizagem Significativa
Ensino de Física
Avaliação
Conceptual maps
Meaningful learning
Physics teaching
Evaluation
title_short The use of conceptual maps as an instrument of evaluation in Fhysical education
title_full The use of conceptual maps as an instrument of evaluation in Fhysical education
title_fullStr The use of conceptual maps as an instrument of evaluation in Fhysical education
title_full_unstemmed The use of conceptual maps as an instrument of evaluation in Fhysical education
title_sort The use of conceptual maps as an instrument of evaluation in Fhysical education
author Gomes, Ederson Carlos
author_facet Gomes, Ederson Carlos
Batista, Michel Corci
Fusinato, Polônia Altoé
author_role author
author2 Batista, Michel Corci
Fusinato, Polônia Altoé
author2_role author
author
dc.contributor.author.fl_str_mv Gomes, Ederson Carlos
Batista, Michel Corci
Fusinato, Polônia Altoé
dc.subject.por.fl_str_mv Mapas conceituais
Aprendizagem Significativa
Ensino de Física
Avaliação
Conceptual maps
Meaningful learning
Physics teaching
Evaluation
topic Mapas conceituais
Aprendizagem Significativa
Ensino de Física
Avaliação
Conceptual maps
Meaningful learning
Physics teaching
Evaluation
description The teaching and learning of physics has been the subject of much research for decades, though it is still seen by many students in high school as an extension of mathematics, not significant and memorable. In this sense, the present qualitative research, sought to investigate the contribution of conceptual maps as an evaluation tool, in order to identify elements of Meaningful Learning about the content "electromagnetic waves", in a class of 13 students of the 3rd year of High School of a public institution in the central-western region of the state of Paraná. The data of this research were obtained through initial conceptual maps (MCI) and final (MCF) produced by the students during the implementation of a didactic sequence. To analyze the data, we used the theory of Gowin and Novak (1999), seeking theoretical elements of Ausubel's Meaningful Learning, such as hierarchical organization, progressive differentiation and integrative reconciliation. We sought to compare the hierarchy inference, physical concepts, number of links and examples individually, as well as the score reached by each participant. Given the above, it was possible to perceive that this tool has great potential as an evaluation tool indicating indications of a Meaningful Learning among the participants of the proposal.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-21
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10.26843/rencima.v10i3.2053
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2053
identifier_str_mv 10.26843/rencima.v10i3.2053
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2053/1130
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 10 n. 3 (2019): abr./jun.; 58-78
2179-426X
10.26843/rencima.v10i3
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
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reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
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