USE OF CONCEPTUAL MAPS TO IDENTIFY PRIOR KNOWLEDGE IN ORGANIC CHEMISTRY TEACHING

• Autor(a) principal: Silva, Renata Custódio da
• Data de Publicação: 2021
• Outros Autores: Bizerra, Ayla Márcia Cordeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12109
• topic: Conceitual map; Meaningful learning; Previous knowledge; Organic chemistry; Teaching; Mapa conceptual; Aprendizaje significativo; Conocimiento previo; Química Orgánica; Enseñando; Mapa conceitual; Aprendizagem significativa; Conhecimento prévio; Química orgânica; Ensino.

Concept maps were developed based on the assumptions of Ausubel's Theory of Meaningful Learning (Novak, 2000). In this way, they act as a tool for the applicability of this theory, enabling the identification and reframing of concepts, as well as the evaluation of this process. In this sense, this work aims to present data regarding the identification of previous knowledge of students of the 3rd year of a public school located in the city of Pau dos Ferros obtained from the analysis of conceptual maps developed by them. It is a qualitative research-action, carried out in two stages: the first consisted of the application of a workshop on the construction of concept maps and the second in the group discussion of a guiding question and individual construction of a concept map for analysis of knowledge about organic chemistry, its presence in daily life and the relationship between oil and hydrocarbons. The results obtained, in addition to showing the effectiveness of this tool for the survey of previous knowledge, indicated that most participants do not attribute meanings to organic chemistry, indicating that there are no relevant sub-subsectors for approaching concepts specific to the discipline. Thus, it is not possible to affirm that the knowledge arranged in the cognitive structure of most students, can anchor new knowledge that can lead to meaningful learning, evidencing the need to develop teaching strategies that can stimulate the construction of knowledge.