Mapas conceituais como metodologia alternativa para uma aprendizagem significativa no olhar docente

• Autor(a) principal: Silva, Maria Alcilene Gomes de Menezes
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)
• Texto Completo: https://repositorio.ufersa.edu.br/handle/prefix/5293
• topic: Metodologias alternativas; Aprendizagem significativa; Prática docente; Mapas conceituais; Alternative methodologies; Significant learning; Teaching practice; Conceptual maps; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

Alternative Methodologies - AMs are pedagogical strategies used to try to make the teaching-learning process more attractive and meaningful for students, since such methodologies are potential tools for meaningful learning. The use of conceptual maps, focus on this work, an example of AMs that meet the conditions for meaningful learning to occur according to David Ausubel. Therefore, the objective of this work was to understand the view of teachers from the area of Natural Sciences and Mathematics concerning the use of alternative methodologies, in particular the use of Conceptual Maps, and if this use has any correlation with the significant learning experiences of students. For that, a research was conducted with quantitative approach, using Likert scales and semantic differential, and qualitative approach from the active research in the form of action research that was characterized as an interdisciplinary action because it involved the dialogue between teachers of different specific disciplines, on what the formative evaluation became more evident during the accomplishment of the activity. The research field consisted of two schools from the state network of education in Apodi/RN, one school located in the Rural Zone and other in the Urban Zone. The quantitative data were treated according to classical statistics, using the arithmetic mean and standard deviation as measures of centrality. As for the qualitative data, it was based on the analysis of conceptual maps produced by the teachers participating in the research, based on the criteria proposed by Ruiz-Moreno et al. (2007) and interview in focus group format. The elaboration of conceptual maps obtained the variable forms of construction and presented crossing lines in 100% of the analyzed maps, link words in 57% and preposition with meaning in 57%, concerning the interrelations between concepts, being evaluated by the teachers as an applicable, accessible, easy to be used instrument that facilitates meaningful learning by being attractive and relevant. We also highlight that the analyzed maps had few visual resources with a predominant structure to the sequent one and in some maps the presence of incomplete propositions was identified. After applying the research and data analysis, we observed that teachers believe that the use of AMs can benefit students’ learning and that, for the teachers participating in the research, the alternative methodology is an aid in cognitive processes, also helping in the construction of the knowledge in the classroom. We also concluded that the use of methodology different from the conventional one emerges as an alternative, according to the teachers studied, for the student’s motivation and, later, to the construction of knowledge and meaningful learning. Finally, we highlight that conceptual maps can be considered as potentially significant material and constitute an effective evaluation tool. We believe in the relevance of this work because we are certain of its contributions to the teaching-learning process in the field studied, as well as the capacity to fill the gaps of the work already done that deal with the theme “Alternative Methodologies” as a tool that assists the teacher in the teaching-learning process, as there are few studies that approach AMs in the perspective of teachers in the production of meaningful learning