Os mapas conceituais como material didático complementar no ensino-aprendizado de neuroanatomia

• Autor(a) principal: Muchel, Ludmila Taverny
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/2755
• topic: CNPQ::OUTROS::BIOMEDICINA; Anatomia Humana; ensino-aprendizado; mapas conceituais; metodologias ativas; neuroanatomia; active methodologies; concept maps; Human Anatomy; Neuroanatomy; teaching-learning

The discipline of Human Anatomy has undergone many changes and advances over the years since its first reports in ancient Egypt, both in relation to theoretical content and to its practical teaching for a deeper knowledge of the human body. As a science that studies the human body macroscopically, Human Anatomy has great importance for the formation of good health professionals. With the sudden arrival of the COVID-19 Pandemic, social distancing measures were necessary in universities all over the world. Students, teachers, and lab technicians had to adapt, planning, and inserting new study methods for the discipline of Human Anatomy, which is in essence both theoretical and practical. Thus, active learning methodologies already known were put into practice to help students. Concept Maps (CM) have proven to be very useful tools in the construction and transmission of knowledge in a direct and at the same time comprehensive way. The objective of this work is to elaborate Concept Maps as complementary material for the study of neuroanatomy, which is part of the discipline of Human Afor undergraduate students. Classic theoretical books on Neuroanatomy were consulted, such as "Functional Neuroanatomy" by Machado 2013. After studying and summarizing the content, the CmapTools behavioral program was used to build the concept maps. In the end, a comprehensive but concise material was obtained, which will be offered to students in the form of a textbook under development.