Ciclos biogeoquímicos: o uso de mapas mentais no ensíno de química 3º ano do ensino médio.

Abstract

The methodology in teaching Chemistry has undergone changes throughout history and has been a challenge for teachers in the area. In this sense, active methodologies, such as the use of mind maps, have contributed to meaningful learning, in a critical education concept. Thus, the research aimed to analyze the use of mental maps in teaching Chemistry, through the content of biogeochemical cycles in two 3rd year high school classes, in the city of Paulistana-PI. Mind maps emerge as a valuable strategy for structuring and organizing complex concepts, through a visual representation, which facilitate the understanding and assimilation of information, allowing a clear and integrated approach to central themes. Thus, a bibliographical research and an action research were carried out, with a quantitative-qualitative approach, being organized in 4 stages, being: 1) Elaboration of two methodological proposals; 2) Application and evaluation of the traditional teaching methodology in the class called “A”; 3) Application and evaluation of the active teaching methodology using mental maps in the class called “B”; and 4) Carrying out a statistical-descriptive analysis of the data obtained. A better performance was observed in class “B” in which students were interested, participative, questioning and exchanging knowledge among other classmates. In the quantitative aspect, class “B” also obtained an average evaluation higher than the class “A”, being 7.14 and 4.75, respectively. It is expected that the research carried out will contribute to discussions in the area and, consequently, to the improvement in the teaching of Chemistry.