Mapas conceituais no ensino de química: o que dizem os mapas dos estudantes de um curso de licenciatura em química?

Abstract

The present research seeks to analyze the maps produced by undergraduate students of the Chemistry course at a university in Minas Gerais, in a training workshop for the conceptual mapping technique. The data were obtained during the training workshop that took place during the course of the Teaching Laboratory of Chemistry II and III. The activities developed during the workshop were planned considering the Theory of Meaningful Learning proposed by Ausubel as a theoretical framework and the reference parameters for making good conceptual maps proposed by Aguiar and Correia. Through the initial conceptual maps (MCs 1) and final conceptual maps (MCs 2) of the participants and the researcher's field diary, we identified the conceptual relationships that they were able to establish to answer the following focal question "What are the impacts of pesticides on human health and the environment? as well as the reference parameters present or absent in the elaborated maps. The data were analyzed based on the theoretical-methodological framework of the content analysis proposed by Bardin. The researchers elaborated five categories and 16 a priori subcategories to classify the twenty conceptual maps analyzed, these were elaborated following the theoretical references already mentioned and were validated with research professors in the area of chemistry teaching and in the conceptual mapping technique. all maps presented adequate or partially adequate requirements regarding the presence of reference parameters on the map. Another point worth mentioning is that of the ten MCs 2 analyzed, three answered the proposed focal question and presented satisfactory reference parameters and seven responded partially to the question fo cal, showing that the activities proposed during the workshop contribute to the development of positive results regarding the relationship between learning chemical concepts and the conceptual mapping technique. In addition, the participation of undergraduates in conceptual mapping activities contributes to teacher training, in the sense of thinking about the use of the conceptual mapping technique as a didactic resource and means of evaluation.