IDENTIFICATION OF PREVIOUS KNOWLEDGE THROUGH CONCEPTUAL MAPS BASED ON THE THEME OF PRESERVATION OF WATER RESOURCES AND CHEMISTRY TEACHING

• Autor(a) principal: Fernandes de Oliveira, Felícia Maria
• Data de Publicação: 2022
• 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/13223
• topic: Ensino de Química; Recursos Hídricos; Aprendizagem Significativa; Mapas Conceituais; Chemistry Teaching; Water resources; Meaningful Learning; Concept Maps; Enseñanza de química; Recursos Hídricos; Aprendizaje Significativo; Mapas Conceptuales

The decontextualized teaching of scientific content is one of the factors that contribute to students' learning difficulties, not allowing it to be meaningful. To overcome this problem, the identification of previous knowledge is a fundamental step. From them, the teacher can devise pedagogical strategies that allow the student to associate the knowledge with his reality. Thus, this study focuses on the use of conceptual maps to identify the previous knowledge related to the chemical content of students in the 9th year of a public Middle School located in a municipality in the interior of Paraíba. We used the theoretical-methodological paradigm proposed by Ausubel (1963) to promote the interaction of existing knowledge in the students' cognitive structure and the content “Substances and Mixtures: preservation of water resources”. The analysis of the concept maps was based on a 20-point scale that included the five following criteria: Organization, Interconnectivity, Clarity and Comprehension, Information Accuracy, and Layout. Their analysis revealed that 62.3% of the established criteria were met by the students, indicating that, in general, we could identify the presence of previous knowledge related to the content covered in more than half of the students participating in the research, since not all students built the maps. Therefore, we observed that the use of Concept Maps, in science teaching, is a support tool for learning, allowing students to explore their cognitive potential.