MAPAS CONCEITUAIS E METACOGNIÇÃO COMO FACILITADORES DA APRENDIZAGEM DE QUÍMICA ORGÂNICA

• Autor(a) principal: Silva, Renata Custódio da
• Data de Publicação: 2022
• Outros Autores: Bizerra, Ayla Márcia Cordeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1705
• topic: Química orgânica. Habilidades metacognitivas. Aprendizagem significativa.; Organic chemistry. Metacognitive skills. Meaningful learning.; Química orgánica. Habilidades metacognitivas. Aprendizaje significativo.

This article presents part of a master's research and aims to describe the use of concept maps as a tool to analyze the significant learning of organic chemistry and metacognitive questionnaires to evidence the development and/or evolution of metacognitive skills by students participating in the research. It is an action-research of a qualitative nature that consisted in the application of a Potentially Significant Teaching Unit (UEPS) consisting of different stages that involved investigative experimental activities and problem questions delivered to 11 (eleven) third grade high school students of a state public school in Pau dos Ferros in Rio Grande do Norte. Two different analyzes were carried out: the conceptual maps developed by the students at the end of the unit and the metacognitive questionnaires conducted at four times throughout the UEPS. The results obtained show evidence of significant learning and development of metacognitive skills, revealing the contributions of UEPS to learning and the capacity of the instruments used to stimulate and evaluate this process.