Resumen

MOSSI, Caroline Silverio  y  VINHOLI JUNIOR, Airton José. The use of concept as meaningful learning strategy in teaching chemistry. Acta Educ. [online]. 2022, vol.44, e53210.  Epub 01-Mayo-2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.53210.

The research has been developed based on the use of Conceptual Maps, as a possible meaningful learning strategy, its objective is the implementation of a didactic intervention aimed at teaching, learning and evaluating the contents of batteries studied in electrochemistry. This study has involved 26 high school students from a public school in Campo Grande, MS, Brasil. This is an investigation based on David Ausubel's Theory of Meaningful Learning, presenting a qualitative and intervention type, to which didactic tools such as Digital Information and Communication Technologies (TDICs), experimental activities and conceptual mapping were applied. The criteria for analyzing concept maps corresponded to the following categories: quantity and quality of basic concepts, new concepts and propositions, logical sense of the connecting words, examples on the subject studied, map clarity, hierarchization and the principles of progressive differentiation and reconciliation integrative Ausubel. The results have showed that the students have tried to explain in the conceptual maps the basic concepts involved in the processes of redox and in the constitution and functioning of a pile, thus showing a good cognitive evolution of these concepts. On the other hand, students have had difficulties in the hierarchy of some conceptual maps and in the principle of integrative concept reconciliation.

Palabras clave : conceptual mapping; meaningful learning; teaching electrochemical.

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