The use of concept maps as meaningful learning strategy in teaching chemistry

• Autor(a) principal: Mossi, Caroline Silverio
• Data de Publicação: 2022
• Outros Autores: Vinholi Júnior, Airton José
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/53210
• topic: conceptual mapping; meaningful learning; teaching electrochemical.; mapeo conceptual; aprendizaje significativo; enseñanza de electroquímica.; mapeamento conceitual; aprendizagem significativa; ensino de eletroquímica.

The research was developed based on the use of Conceptual Maps, as a possible meaningful learning strategy, whose objective was the implementation of a didactic intervention aimed at teaching, learning and evaluating the contents of batteries studied in electrochemistry. This study involved 26 high school students from a public school in the municipality of Campo Grande, Mato Grosso do Sul state. This is an investigation based on David Ausubel's Theory of Meaningful Learning, presenting a qualitative and intervention type, to which didactic tools such as Digital Information and Communication Technologies (TDICs), experimental activities and conceptual mapping were applied. The criteria for analyzing concept maps corresponded to the following categories: quantity and quality of basic concepts, new concepts and propositions, logical sense of the connecting words, examples on the subject studied, map clarity, hierarchization and the principles of progressive differentiation and reconciliation integrative Ausubel. The results showed that the students tried to explain in the conceptual maps the basic concepts involved in the processes of redox and in the constitution and functioning of a pile, thus showing a good cognitive evolution of these concepts. On the other hand, students had difficulties in the hierarchy of some conceptual maps and in the principle of integrative concept reconciliation.