Mapa conceitual como metodologia ativa no ensino de ciências

Abstract

Active methodologies have gained prominence in the educational field, since they are consistent with the subject's autonomous and critical-reflexive training. In this regard, conceptual maps represent a didactic-pedagogical resource focused on meaningful and emancipatory learning. Therefore, the present work aimed to analyze the teaching of science and the use of concept maps, as a methodological proposal in the final years of elementary school, with 05 (five) teachers from the teaching network of the municipality of Acauã-PI. It is characterized as a research with a qualitative approach, centered on a non-quantifiable reality, in which characteristics of human experience and actions were studied, in an attempt not only to signify, but also to contribute to the analyzed context. An action research was carried out based on the following steps: application of a diagnostic questionnaire, production and realization of a workshop, application of an evaluative questionnaire and finalization with the analysis of the data obtained. Each teacher participating in the research prepared 01 (one) conceptual map, using the CmapTools program and other resources. It was observed that teachers intended to use concept maps as a methodological resource in science classes. Thepresent research contributed with the redefinition of teaching activities, especially in science teaching, based on knowledge of the reality studied and the practical activities experienced