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

• 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
• topic: Mapas conceituais; Aprendizagem Significativa; Ensino de Física; Avaliação; Conceptual maps; Meaningful learning; Physics teaching; Evaluation

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.