Aprendizagem significativa de conceitos biológicos potencializada pelo uso de mapas mentais e quadros conceituais ilustrados e evidenciada na produção de mapas conceituais

• Autor(a) principal: Almeida, Auricelio Oliveira de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/19599
• topic: Estratégias de ensino; Ferramentas didáticas; Avaliação de aprendizagem; Teorias de aprendizagem; Teaching strategies; Didactic tools; Learning assessment; Learning theories; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA

The role of the teacher as facilitator of the learning process is essential. Therefore, a broad knowledge of assessment and learning assessment tools is necessary to verify the correct attribution of meanings to the concepts taught. In addition, the education professional has the challenge of introducing new technologies in the teaching process aiming at the involvement and protagonism of the students in situations that make their learning attractive and meaningful. This work was carried out with high school students from two schools of João Pessoa-PB, based on Novak's concept map theory and Ausubel's theory of meaningful learning. We aimed to verify the influence of the production and use of mental maps and illustrated charts in the learning of biology concepts by making use of concept maps, produced by students, as an instrument to evidence the meaningful learning of these concepts. Mindmaps and concept maps were produced manually or using miMind® and CmapTools® softwares. These tools were inserted in the realization of a series of didactic sequences that approached biology contents considered, by students, as more complex or that were inserted in the curriculum of the current school year until then. The learning of these contents was evaluated through pretests, posttests and analysis of the concept maps. The results of pretesting and posttesting showed us a positive influence on the mindmaps and illustrated charts, indicating significant improvement in motivation and learning of students who made use of these tools. The results of the concept map analysis provided evidence that this learning was meanigful for 62% of the students in the experimental group versus 37% of the students in the control group, showing strong evidence that the tools used facilitated the learning of biological concepts. explored and provided greater retention of these concepts in the minds of the students who made up the experimental group. The development of this work also resulted in the production of a teacher support material containing tutorials and techniques for the production and use of mind maps, concept maps and illustrated charts and suggestions for applying these tools in the classroom.