<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100283</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n1id1282</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MAPAS CONCEITUAIS NO ENSINO DE CIÊNCIAS: Uma estratégia potencialmente significativa para o processo didático]]></article-title>
<article-title xml:lang="en"><![CDATA[CONCEPTUAL MAPS IN SCIENCE TEACHING: A potentially significant strategy for the didactic process]]></article-title>
<article-title xml:lang="es"><![CDATA[MAPAS CONCEPTUALES EN LA ENSEÑANZA DE CIENCIAS: Una estrategia potencialmente significativa para el proceso didáctico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Ramos]]></surname>
<given-names><![CDATA[Raylen Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bagio]]></surname>
<given-names><![CDATA[Viviane Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa (UEPG)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Departamento de Pedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O mapa conceitual é uma estratégia pedagógica que pode ser utilizada como técnica para ensinar, aprender, pesquisar e avaliar. E, considerando tal potencialidade, o presente estudo de abordagem qualitativa utilizando da pesquisa-ação, objetivou analisar a produção de mapas conceituais antes e após o estudo do sistema digestório, para explicitar a aprendizagem significativa mediada pelas operações de pensamento utilizadas e relações entre os conceitos. Como dados de pesquisa foram analisados os mapas produzidos por quatro alunas do 8º ano do ensino fundamental, a fim de refletir como evidenciam os conhecimentos prévios e as possíveis aprendizagens. A fundamentação teórica da pesquisa perpassa desde a compreensão sobre a estratégia do mapa conceitual, as operações de pensamento mobilizadas e aprimoradas em sua elaboração, associado ainda à teoria da aprendizagem significativa. Além disso, foi realizada uma pesquisa bibliográfica, com o intuito de perceber como essa estratégia tem sido proposta nos estudos relacionados ao ensino de Ciências nos anos finais do ensino fundamental enquanto instrumento de coleta de dados. A análise dos dados, coletados nos dois momentos da pesquisa, evidencia que o mapa conceitual pode ser compreendido como uma estratégia potencialmente significativa para a aprendizagem. Consideramos que ele possibilitou evidenciar os conhecimentos prévios, desvelar o desenvolvimento das operações de pensamento predominantes nesta técnica e expressar a rede de relações conceituais que as alunas construíram, além de destacar a necessidade de o professor atuar na perspectiva mediadora do processo ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El mapa conceptual es una estrategia pedagógica que se puede utilizar como técnica para enseñar, aprender, investigar y evaluar. Y, considerando esta potencialidad, el presente estudio con enfoque cualitativo utilizando la investigación-acción, tuvo como objetivo analizar la producción de mapas conceptuales antes y después del estudio del aparato digestivo, para explicar el aprendizaje significativo mediado por las operaciones de pensamiento utilizadas y las relaciones entre los conceptos. Como datos de la investigación, se analizaron los mapas que fueron elaborados por cuatro alumnos de 8º año de primaria para reflejar cómo demuestran conocimientos previos y posibles aprendizajes. La base teórica de la investigación pasa por comprender la estrategia del mapa conceptual, las operaciones del pensamiento movilizadas y mejoradas en su elaboración, asociadas a la teoría del aprendizaje significativo. Además, se realizó una búsqueda bibliográfica con el fin de comprender cómo esta estrategia se ha propuesto en estudios relacionados con la enseñanza de las ciencias en los últimos años de la educación básica como instrumento de recolección de datos. El análisis de los datos, recogidos en los dos momentos de la investigación, muestra que el mapa conceptual puede entenderse como una estrategia potencialmente significativa para el aprendizaje. Creemos que permitió resaltar conocimientos previos, develar el desarrollo de las operaciones del pensamiento prevalecientes en esta técnica y expresar el entramado de relaciones conceptuales que construyeron los estudiantes, además de resaltar la necesidad de que el docente actúe en la perspectiva mediadora del proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mapa conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="en"><![CDATA[Conceptual map]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="es"><![CDATA[Mapa conceptual]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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