Explorando o desenvolvimento conceptual dos estudantes sobre a energia com o auxílio do mapa de conceitos

Abstract

This work is part of the investigation of teaching-learning strategies in the area of ​​conceptual development and aims to: explore the use of concept maps as a teaching-learning strategy in Physics, specifically for the energy concept. The study focuses on the construction of concept maps about “energy” by students in the first year of the Architecture and Physical Planning course at UEM, with a view to verifying its conceptual organization. The methodology used was a case study in a convenience sample. Students drew concept maps in two moments: before and after learning the energy concept, following the meaningful learning theory. In the concept maps designed by the students, the following points were analyzed: the number of concepts and connecting words inserted in the map, the concept considered more general, the hierarchy of concepts, the crossing or not of the connecting lines and the inserted examples . The maps drawn before learning allowed the assessment of prior knowledge and the diagnosis of alternative conceptions. Comparing the maps made before and after learning, there was an evolution in the way students interconnect energy-related concepts. The construction of concept maps helped students to reorganize their ideas in a more integrated way. The results point to an improvement in student learning and show evidence of the use of concept maps as a diagnostic test and as a study technique.(TRADUÇÃO NOSSA)