Resumen

DE RAMOS, Raylen Pereira  y  BAGIO, Viviane Aparecida. CONCEPTUAL MAPS IN SCIENCE TEACHING: A potentially significant strategy for the didactic process. Rev. Exitus [online]. 2020, vol.10, e020113.  Epub 30-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1282.

The conceptual map is a pedagogical strategy that teachers use as a technique to teaching, learning, researching, and evaluation. Moreover, considering such potentiality, the present study of qualitative approach using research-action, aimed to analyze the production of conceptual maps before and after the study of the digestive system to explain the significant learning mediated by the operations of thought used and relationships between the concepts. As research data, students from 8th year of elementary school produced maps and they were analyzed to reflect how they demonstrate previous knowledge and possible learning. The theoretical basis of the research goes from the understanding about the strategy of the conceptual map, the thought operations mobilized and improved in its elaboration, also associated to the theory of significant learning. In addition, a bibliographical research was carried out in order to understand how this strategy has been proposed in studies related to science teaching in the final years of elementary school as an instrument of data collection. The analysis of the data collected in both moments of the research shows that it is possible to understand the map as a potentially significant strategy for learning. We consider that it has made it possible to highlight the previous knowledge, reveal the development of the thinking operations predominant in this technique, and express the network of conceptual relationships that the students have built, in addition to highlighting the need for the teacher to act in the mediating perspective of the teaching-learning process.

Palabras clave : Conceptual map; Meaningful learning; Science teaching.

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