Mapas conceituais como estratégia facilitadora da aprendizagem significativa em biologia: um estudo de caso no ensino de proteínas.

Abstract

Considering the difficulties observed in the classroom regarding the teaching of biology in high school, the use of concept maps was proposed as a strategy to promote the meaningful learning of biological contents and, therefore, the study was based on the theory of meaningful learning, formulated by David Ausubel. The aim of this work is to analyze the effects of the use of conceptual maps in the occurrence of meaningful learning of a Biology content in a first year class of a public high school located in the city of Fortaleza, Ceará. At first, the students had to write a composition about the topic "proteins", and then they were asked to build concept maps about this theme. After creating their maps, they were asked to write a new composition about the same subject. Thus, it was possible to carry out an analysis of the students' learning development, in order to find evidences about the content evolution. Based on the reports and answers collected from the students through an online questionnaire, which was the last stage of this study, it was possible to observe that the tool had great acceptance by the students. In addition, from the results obtained in the research, it is possible to infer that the didactic tool presented has the potential to facilitate the meaningful learning of biological contents.