The use of concept maps as an evaluative tool in a didactic sequence of black holes

• Autor(a) principal: Paulo Neto, Jonas Guimarães
• Data de Publicação: 2023
• Outros Autores: Macedo, Diego Ximenes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/17098
• topic: Física: Ensino de Física.; Aprendizagem Significativa; Mapas conceituais; Buracos Negros; Ensino Médio.; Meaningful Learning; Concept Maps; Black Holes; High School

This research, based on the Ausubel Meaningful Learning Theory, used concept maps (CM) as an evaluation tool in a Didactic Sequence on Black Holes. With a qualitative approach, it was carried out in a full-time school in the city of Sobral, Ceará, with the participation of 63 students from the 2nd year of high school, with the objective of qualitatively analyzing the CM as an assessment tool for learning. Data collection occurred through the construction of maps by students and the application of a qualitative questionnaire about the use of this resource. Each student built two maps: an CM in the first class containing their previous knowledge about Black Holes and, after the teaching and learning activities of the Didactic Sequence in which this subject was addressed, another map containing the new knowledge acquired. Using well-established criteria in the Methodology, the two CM of each student were compared and the teacher's perception of the students' evolution was “excellent” for 39.34%, “good” for 30.33% and “regular” for 30.33%, with an average value of 4 (“good”). Furthermore, approximately 80% of students judged the concept map as “interesting and useful for learning”, pointing out its applicability to other subjects in Physics or another discipline. The results found point towards the importance and need to diversify evaluation methods and instruments. In this context, CM have potential for use in the classroom, enabling other forms of expression of knowledge and the expansion of learning assessment strategies.