Mapas conceituais no ensino de Biologia: Um estudo sobre aprendizagem significativa

Abstract

One of the goals of education is to promote meaningful learning content in different areas of science. However, measuring the degree of knowledge acquired by students in order to build significant changes in their conceptual systems is not an easy task. For this purpose, some authors recommend the educator, the use of concept maps as a means of learning assessment. Given the above, this article aims to analyze the effects of using concept maps as the assessment of meaningful learning content biology in a class of 1st year of high school to a state school education in the town of Lagarto - SE. To this end, there were lessons in the class action proposed in order to explore various activities related to the topic "Cell Division". At the end of activities, all students were evaluated by analyzing the concept maps constructed by them. Then, students study participants answered a questionnaire in order to verify the perception of learners against this method of assessment.