Utilização de mapas conceituais como estratégia de ensino para a aprendizagem de conceitos eletroquímicos

Abstract

The teaching of Chemistry has still been considered mechanical in the face of the dynamics in which students are instructed to decorate formulas and equations, without providing a meaning to the contents worked. In view of this, proposals for innovative strategies for teaching are necessary to promote a shift from the traditional approach to a cognitive approach, since the latter investigates core processes such as organization, thinking styles, and decision-making behaviors. way of providing meaningful learning of scientific concepts to students. Qualitative, the research was developed from the application of an educational product (Didactic Unit) planned by the researcher, having as strategy the use of conceptual maps. The Didactic Unit was built based on the theoretical-methodological framework of meaningful learning, aiming to provide an understanding of the content of electrochemistry. The study has as a guiding question to investigate how conceptual maps as a teaching strategy can contribute to the learning process of concepts of electrochemistry. The research was carried out with classes of the 3rd year of High School in a Vocational Technical College of Londrina / PR, in the first semester of 2018. The objective was to validate the material elaborated through its applicability, so as to provide an educational product to the for the teaching of Electrochemistry, in order to provide meaningful learning for students. In this work the results obtained through the conceptual maps elaborated, of the diagnostic questionnaires demonstrate a significant evolution of the conceptual maps for each phase, whose data collection was performed through the diagnostic questionnaire, the analysis of the conceptual maps elaborated phase by phase and the a final interview with these students, data that show that the conceptual maps contributed to the learning process.