Mapas conceituais no ensino de química: uma proposta metodológica para alunos do primeiro ano do ensino médio

Abstract

Conceptual maps are graphic tools used to structure concepts, based on Ausubel's theory of meaningful learning, where knowledge is established by hierarchizing concepts. In order to promote meaningful learning, this research aims to investigate what are the possibilities and challenges regarding the use of concept maps in teaching Chemistry to first-year high school students. It was held at the Centro Estadual de Tempo Integral (CETI) Paulistana school, located in the urban area of the municipality of Paulistana - PI. With a qualitative approach, a bibliographic study and an action research were carried out, based on the following steps: application of semi-structured questionnaires with the Chemistry teacher and students of the class; planning of the methodological proposal; application in the classroom; application of an evaluative questionnaire with the participating teacher; and analysis of the collected data. For the results obtained, it is highlighted the difficulties that students have in creating a relationship between Chemistry and everyday life, the lack of understanding, by a significant part of the students, about the importance of the discipline of Chemistry for their formation. The students have little experience with the use of conceptual maps, a factor that hindered the elaboration, partially reaching the objectives proposed by the practice. Thus, concept maps represent an important pedagogical resource for teaching Chemistry, but continuous practice is needed to obtain fully satisfactory results.