Conceptual maps in the understanding of the meaningful learning of the contents of Probability

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Naiara Aparecida
Data de Publicação: 2018
Outros Autores: Morais, Hevyllyn Assis, Damin, Willian, Luccas, Simone
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/1660
Resumo: The purpose of this article is to present the results of an investigation carried out with high school students regarding the content of probability, supported by the perspective of meaningful learning theory. For the development of the research was used a previous organizer for the teaching of probability and concept maps for the analysis of the students' knowledge, based on the elements that define the learning as meaningful present in the constructions realized by the students. The research was carried out with twenty one (21) students of the second year of the High School of a public state college of the North of Paraná, Brazil. The results emphasize that the majority of the students present meaningful signs of learning after applying the previous organizer, because the integration of new ideas to the concepts they already knew, as well as the ability to differentiate the new ideas existing in their cognitive structure.
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spelling Conceptual maps in the understanding of the meaningful learning of the contents of ProbabilityMapas conceituais na compreensão da aprendizagem significativa do conteúdo de ProbabilidadeProbabilidadeMapas ConceituaisAprendizagem SignificativaProbabilityThe Conceptual MapsMeaningful LearningThe purpose of this article is to present the results of an investigation carried out with high school students regarding the content of probability, supported by the perspective of meaningful learning theory. For the development of the research was used a previous organizer for the teaching of probability and concept maps for the analysis of the students' knowledge, based on the elements that define the learning as meaningful present in the constructions realized by the students. The research was carried out with twenty one (21) students of the second year of the High School of a public state college of the North of Paraná, Brazil. The results emphasize that the majority of the students present meaningful signs of learning after applying the previous organizer, because the integration of new ideas to the concepts they already knew, as well as the ability to differentiate the new ideas existing in their cognitive structure.O objetivo deste artigo é apresentar os resultados de uma investigação realizada com alunos do Ensino Médio, referente ao conteúdo de probabilidade, sustentado na perspectiva da teoria da aprendizagem significativa. Para o desenvolvimento da pesquisa utilizou-se um organizador prévio para o ensino de probabilidade e mapas conceituais para a análise dos conhecimentos dos alunos, com base nos elementos que definem a aprendizagem como significativa presente nas construções realizadas. A pesquisa foi desenvolvida com vinte e um (21) alunos do segundo ano do Ensino Médio de um colégio estadual público do Norte do Paraná, Brasil. Os resultados encontrados evidenciam que os alunos participantes apresentaram indícios de aprendizagem significativa após a aplicação do organizador prévio, pois, percebeu-se a integração de novas ideias aos conceitos que eles já conheciam, bem como a capacidade de diferenciar as novas ideias existentes em sua estrutura cognitiva.Editora Cruzeiro do Sul2018-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/166010.26843/rencima.v9i2.1660Revista de Ensino de Ciências e Matemática; v. 9 n. 2 (2018): maio; 167-1812179-426X10.26843/rencima.v9i2reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1660/965https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessRibeiro, Naiara AparecidaMorais, Hevyllyn AssisDamin, WillianLuccas, Simone2023-04-20T23:00:43Zoai:ojs.pkp.sfu.ca:article/1660Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T23:00:43Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Conceptual maps in the understanding of the meaningful learning of the contents of Probability
Mapas conceituais na compreensão da aprendizagem significativa do conteúdo de Probabilidade
title Conceptual maps in the understanding of the meaningful learning of the contents of Probability
spellingShingle Conceptual maps in the understanding of the meaningful learning of the contents of Probability
Ribeiro, Naiara Aparecida
Probabilidade
Mapas Conceituais
Aprendizagem Significativa
Probability
The Conceptual Maps
Meaningful Learning
title_short Conceptual maps in the understanding of the meaningful learning of the contents of Probability
title_full Conceptual maps in the understanding of the meaningful learning of the contents of Probability
title_fullStr Conceptual maps in the understanding of the meaningful learning of the contents of Probability
title_full_unstemmed Conceptual maps in the understanding of the meaningful learning of the contents of Probability
title_sort Conceptual maps in the understanding of the meaningful learning of the contents of Probability
author Ribeiro, Naiara Aparecida
author_facet Ribeiro, Naiara Aparecida
Morais, Hevyllyn Assis
Damin, Willian
Luccas, Simone
author_role author
author2 Morais, Hevyllyn Assis
Damin, Willian
Luccas, Simone
author2_role author
author
author
dc.contributor.author.fl_str_mv Ribeiro, Naiara Aparecida
Morais, Hevyllyn Assis
Damin, Willian
Luccas, Simone
dc.subject.por.fl_str_mv Probabilidade
Mapas Conceituais
Aprendizagem Significativa
Probability
The Conceptual Maps
Meaningful Learning
topic Probabilidade
Mapas Conceituais
Aprendizagem Significativa
Probability
The Conceptual Maps
Meaningful Learning
description The purpose of this article is to present the results of an investigation carried out with high school students regarding the content of probability, supported by the perspective of meaningful learning theory. For the development of the research was used a previous organizer for the teaching of probability and concept maps for the analysis of the students' knowledge, based on the elements that define the learning as meaningful present in the constructions realized by the students. The research was carried out with twenty one (21) students of the second year of the High School of a public state college of the North of Paraná, Brazil. The results emphasize that the majority of the students present meaningful signs of learning after applying the previous organizer, because the integration of new ideas to the concepts they already knew, as well as the ability to differentiate the new ideas existing in their cognitive structure.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1660
10.26843/rencima.v9i2.1660
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1660
identifier_str_mv 10.26843/rencima.v9i2.1660
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1660/965
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
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
dc.format.none.fl_str_mv application/pdf
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. 9 n. 2 (2018): maio; 167-181
2179-426X
10.26843/rencima.v9i2
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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