Analysis of Concept maps in Teaching Chemical Kinetics

• Autor(a) principal: Santos Gomes, Camila
• Data de Publicação: 2022
• Outros Autores: Dayani de Souza Assai, Natany, Arrigo, Viviane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• DOI: 10.35819/tear.v11.n2.a6219
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/6219

The present study is situated in the field of Ausubel's Theory of Meaningful Learning and the use of concept maps for Chemistry Teaching. Thus, we seek to identify evidence of a high school student's learning about Chemical Kinetics, based on the elaboration of conceptual maps. The data analyzed in this investigation consist of maps prepared by the student: MC1, MC2 and MC3, as well as the reference map prepared by the teacher. The analysis methodology was based on Content Analysis. The confrontation of the maps showed an evolution in several aspects, such as: content, organization and aesthetics of the map, elaboration of propositions, the establishment of conceptual relationships and the construction of cross-relationships. We found that the procedural construction of concept maps allowed the teacher to follow the students' conceptual evolution, as well as a self-assessment by the students themselves. It is argued that the construction of concept maps in this format contributes to meaningful learning in chemistry classes. Keywords: Concept map. Meaningful learning. Rate of reactions. Chemistry Education.