<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100209</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.53210</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de mapas conceituais como estratégia de aprendizagem significativa no ensino de Química]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de mapas conceptuales como estrategia de aprendizaje significativa en la enseñanza de la química]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of concept as meaningful learning strategy in teaching chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mossi]]></surname>
<given-names><![CDATA[Caroline Silverio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinholi Júnior]]></surname>
<given-names><![CDATA[Airton José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A pesquisa foi desenvolvida com base na utilização de Mapas Conceituais, como possível estratégia de aprendizagem significativa, cujo objetivo foi a implementação de uma intervenção didática voltada ao ensino, aprendizagem e avaliação para o conteúdo de pilhas e baterias, estudado em eletroquímica. Esse estudo envolveu 26 estudantes do segundo ano do ensino médio de uma escola pública no município de Campo Grande, Mato Grosso do Sul. Trata-se de uma investigação fundamentada na Teoria da Aprendizagem Significativa de David Ausubel, apresentando cunho qualitativo e do tipo intervenção, ao qual foram aplicadas ferramentas didáticas como as Tecnologias Digitais de Informação e Comunicação (TDICs), as atividades experimentais e o mapeamento conceitual. Os critérios de análise dos mapas conceituais corresponderam às seguintes categorias: quantidade e qualidade de conceitos básicos, conceitos novos e proposições, sentido lógico das palavras de ligação, exemplos sobre o assunto estudado, clareza do mapa, hierarquização e os princípios de diferenciação progressiva e reconciliação integrativa de Ausubel. Os resultados demonstraram que os estudantes buscaram explicitar nos mapas conceituais os conceitos básicos envolvidos nos processos de oxirredução e na constituição e funcionamento de uma pilha, de tal modo evidenciando uma boa evolução cognitiva desses conceitos. Em contrapartida, os estudantes tiveram dificuldades na hierarquização de alguns mapas conceituais e no princípio da reconciliação integrativa dos conceitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  La investigación se desarrolló a partir del uso de Mapas Conceptuales, como posible estrategia de aprendizaje significativo, cuyo objetivo fue la implementación de una intervención didáctica orientada a la enseñanza, aprendizaje y evaluación de los contenidos de las baterías estudiadas en electroquímica. Este estudio involucró a 26 estudiantes de secundaria de una escuela pública en el municipio de Campo Grande, Mato Grosso do Sul. Se trata de una investigación basada en la Teoría del Aprendizaje Significativo de David Ausubel, que presenta un tipo cualitativo y de intervención, a la que se aplicaron herramientas didácticas como las Tecnologías de la Información y la Comunicación Digital (TDICs), actividades experimentales y mapeo conceptual. Los criterios para analizar los mapas conceptuales correspondieron a las siguientes categorías: cantidad y calidad de conceptos básicos, nuevos conceptos y proposiciones, sentido lógico de las palabras conectoras, ejemplos sobre el tema estudiado, claridad del mapa, jerarquización y los principios de diferenciación progresiva y reconciliación. Ausubel integrador. Los resultados mostraron que los estudiantes intentaron explicar en los mapas conceptuales los conceptos básicos involucrados en los procesos de redox y en la constitución y funcionamiento de una pila, mostrando así una buena evolución cognitiva de estos conceptos. Por otro lado, los estudiantes tenían dificultades en la jerarquía de algunos mapas conceptuales y en el principio de reconciliación integradora de conceptos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[mapeamento conceitual]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[ensino de eletroquímica]]></kwd>
<kwd lng="es"><![CDATA[mapeo conceptual]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de electroquímica]]></kwd>
<kwd lng="en"><![CDATA[conceptual mapping]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[teaching electrochemical]]></kwd>
</kwd-group>
</article-meta>
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