Mapeamento de conceitos: um recurso no aprendizado de química para alunos do ensino médio

Abstract

Concept maps have been widely disseminated in educational studies for teaching chemistry, as in the context of basic education, particularly in high school years, it is possible to see that the traditional perspective is still predominant. The objective of this work is to present a1 bibliographical review on the applications of concept maps in teaching and learning Chemistry for high school students, bringing relevant information about the use of this tool in promoting meaningful learning. The use of concept maps from the perspective of David Ausubel's Theory of Meaningful Learning is presented as a proposal, suggesting its introduction and its use as a way to promote understanding in chemistry according to citizen education. This article describes the main aspects of these studies: which methods were used and which characteristics of concept maps were considered in their application. This research has a descriptive character and qualitative data analysis. Five studies that used concept mapping in chemistry teaching were considered eligible for analysis. As for the analysis of the data obtained, it was observed that the concept maps showed a significant positive effect on the quality of teaching and learning of chemistry concepts, that is, there was greater student success, both in attitudinal skills and in learning new concepts , demonstrating that concept maps have a boosting effect on the learning of chemistry concepts even in different educational contexts. Being used in all educational spectrums, mainly as a method to assess students' knowledge.