DOI:
https://doi.org/10.14483/23464712.17970Published:
2023-09-15Categorização de Resultados de Aprendizagem em Química Utilizando Mapas Conceituais
Categorizing Learning Outcomes in Chemistry with the Use Of Conceptual Maps
Categorización de Resultados de Aprendizaje en Química Utilizando Mapas Conceptuales
Keywords:
learning standards, chemistry teaching, learning outcomes (en).Keywords:
patrones de aprendizaje, enseñanza de la química, resultados del aprendizaje (es).Keywords:
padrões de aprendizagem, ensino de química, resultados de aprendizagem (pt).Downloads
Abstract (pt)
A disciplina de Química caracteriza-se por sua essência abstrata e conceitual, dificultando a identificação objetiva de resultados de aprendizagem. O interesse em investigações relacionadas ao uso de técnicas para apoiar este processo é crescente, visto que, também pode contribuir substancialmente em aspectos importantes, como na concepção de materiais didáticos mais significativos e na adequação de procedimentos pedagógicos. Este trabalho propõe a utilização de mapas conceituais com o objetivo de categorizar resultados de aprendizagem em Química. Um estudo piloto foi conduzido com a participação de quatro estudantes do ensino médio. Na tentativa de evidenciar a incidência de padrões condizentes à aprendizagem profunda, superficial e não-aprendizagem, consideraram-se mapas conceituais produzidos antes e depois de uma intervenção didática. Os resultados mostraram o potencial do método para categorizar resultados de aprendizagem em Química, por meio da análise de pares de mapas conceituais, empregando padrões fundamentados por critérios específicos.
Abstract (en)
The field of Chemistry is characterized by its abstract and conceptual essence, making it difficult to objectively identify learning results. The interest in investigations related to the use of different techniques to support this process is growing, since it can also contribute substantially to important aspects, such as the design of more effective teaching material and to the alignment of pedagogical procedures. This paper proposes the use of concept maps for categorizing learning outcomes in Chemistry. A pilot study was conducted with the participation of four high school students. Concept maps produced before and after a pedagogical intervention were used in an attempt to identify patterns consistent with deep, superficial and non-learning categories. Results demonstrated the potential of concept maps to evaluate learning outcomes in Chemistry, employing standards based on specific criteria.
Abstract (es)
La disciplina Química se caracteriza por su esencia abstracta y conceptual, lo que dificulta la identificación objetiva de los resultados del aprendizaje. El interés por las investigaciones relacionadas con el uso de técnicas para apoyar este proceso es creciente, ya que también puede contribuir sustancialmente en aspectos importantes, como en el diseño de materiales didácticos más significativos y en la adecuación de procedimientos pedagógicos. Este trabajo propone el uso de mapas conceptuales para categorizar los resultados del aprendizaje en Química. Se realizó un estudio piloto con la participación de cuatro estudiantes de secundaria. En un intento por mostrar la incidencia de patrones consistentes con el aprendizaje profundo, superficial y no aprendizaje, se consideraron mapas conceptuales producidos antes y después de una intervención didáctica. Los resultados mostraron el potencial del método para categorizar los resultados del aprendizaje en Química, a través del análisis de pares de mapas conceptuales, utilizando patrones basados en criterios específicos.
References
AUSUBEL, D. P.; NOVAK, J. D.; HANESIAN, H. Educational psychology: a cognitive view (2nd. ed.). Holt Rinehart and Winston. New York: USA. 1978.
BARTA, A.; FODOR, L. A.; TAMAS, B.; SZAMOSKOZI, I. The development of students' critical thinking abilities and dispositions through the concept mapping learning method–A meta-analysis. Educational Research Review, v. 37, art. 100481. 2022. https://doi.org/10.1016/j.edurev.2022.100481
BIGGS, J. B. Individual and group differences in study processes. British Journal of Educational Psychology, London, v. 48, n. 3, pp. 266-279. 1978. https://doi.org/10.1111/j.2044-8279.1978.tb03013.x
BOUJAOUDE, S.; ATTIEH, M. The effect of using concept maps as study tools on achievement in chemistry. EURASIA Journal of Mathematics, Science and Technology Education, Philadelphia, v. 4, n. 3, pp. 233-246. 2008https://doi.org/10.12973/ejmste/75345
BRETZ, S. L. Novak’s theory of education: Human constructivism and meaningful learning. Journal of Chemical Education, Washington, v. 78, n. 8, p. 1107. 2001. https://doi.org/10.1021/ed078p1107.6
BURROWS, N. L.; MOORING, S. R. Using concept mapping to uncover students’ knowledge structures of chemical bonding concepts. Chemistry Education Research and Practice, Cambridge, v. 16, n. 1, pp. 53-66. 2015. https://doi.org/10.1039/c4rp00180j
CONCEIÇÃO, S. C. O., SAMUEL, A.; YELICH BINIECKI, S. M. Using concept mapping as a tool for conducting research: An analysis of three approaches. Cogent Social Sciences, London, v. 3, n. 1, art. 1404753. 2017. https://doi.org/10.1080/23311886.2017.1404753
DE ALMEIDA, L. M. W.; FONTANINI, M. L. C. Aprendizagem significativa em atividades de modelagem matemática: uma investigação usando mapas conceituais. Investigações em Ensino de Ciências, Porto Alegre, v. 15, n. 2, pp. 403-425. 2010.
DE FARIAS, F. M. C.; DEL-VECCHIO, R. R.; CALDAS, F. R. R.; GOUVEIA-MATOS, J. A. de M. Construção de um modelo molecular: uma abordagem interdisciplinar Química-Matemática no ensino médio. Revista Virtual de Química, Niterói, v. 7, n. 3, pp. 849-863. 2015. http://dx.doi.org/10.5935/1984-6835.20150043
EKINCI, S.; ŞEN, A. İ. Investigating grade-12 students’ cognitive structures about the atomic structure: A content analysis of student concept maps. International Journal of Science Education, London, v. 42, n. 6, pp. 977-996. 2020. https://doi.org/10.1080/09500693.2020.1744045
FERRÃO, N. S.; MANRIQUE, A. L. O uso de mapas conceituais como elemento sinalizador da aprendizagem significativa em Cálculo. Investigações em Ensino de Ciências, Porto Alegre, v. 19, n. 1, pp. 193-216. 2014.
FRANCISCO, J. S.; NAKHLEH, M. B.; NURRENBERN, S. C.; MILLER, M. L. Assessing student understanding of General Chemistry with concept mapping. Journal of Chemical Education, Washington, v. 79, n. 2, p. 248. 2002. https://doi.org/10.1021/ed079p248
FREZZA, J. S.; MARQUES, T. B. I. A evolução das estruturas cognitivas e o papel do senso comum. Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, Marília, v. 2, n. 3, pp. 278-294. 2009. https://doi.org/10.36311/1984-1655.2009.v2n3.583.
HAY, D. B. Using concept maps to measure deep, surface and non-learning outcomes. Studies in Higher Education, London, v. 32, n. 1, pp. 39-57. 2007. https://doi.org/10.1080/03075070601099432
HAY, D.; KINCHIN, I. Using concept mapping to measure learning quality. Education + Training, England, v. 50, n. 2, pp. 167-182. 2008. https://doi.org/10.1108/00400910810862146
JARVIS, P. Paradoxes of learning: On becoming an individual in society. (1st. ed.). Routledge. 2012.
KAYE, M. P.; KIM, B. K. Promoting student success in the flipped online classroom: Learning and accountability through homework strategies. Journal of Occupational Therapy Education, Richmond, v. 7, n. 1, p. 10. 2023. https://encompass.eku.edu/jote/vol7/iss1/10/
KILIC, M.; CAKMAK, M. Concept maps as a tool for meaningful learning and teaching in chemistry education. International Journal on New Trends in Education and Their Implications, Aydin, v. 4, n. 4, pp. 152-164. 2013.
KINCHIN, I. M. The active use of concept mapping to promote meaningful learning in biological science. 353 p. (School of Educational Studies). School of Educational Studies, University of Surrey, Guildford. 2000.
KINCHIN, I. M. The qualitative analysis of concept maps: Some unforeseen consequences and emerging opportunities. In: CAÑAS, A. J.; REISKA, P.; ÅHLBERG, M.; NOVAK J. D. (Eds.) Concept Mapping: Connecting Educators Proceedings of the Third International Conference on Concept Mapping. Tallinn, Estonia. Tallinn University and University of Helsinki. pp. 1-7. 2008.
KINCHIN, I. M.; MÖLLITS, A.; REISKA, P. Uncovering types of knowledge in concept maps. Education Sciences, Basel, v. 9, n. 2, p. 131. 2019. https://doi.org/10.3390/educsci9020131
KRIEGLSTEIN, F.; SCHNEIDER, S.; BEEGE, M.; REY, G. D. How the design and complexity of concept maps influence cognitive learning processes. Educational Technology Research and Development, Wien, v. 70, n. 1, pp. 99-118. 2022. https://doi.org/10.1007/s11423-022-10083-2
MARTINS, R. L. C.; LINHARES, M. P.; REIS, E. M. Mapas conceituais como instrumento de avaliação e aprendizagem de conceitos físicos sobre mecânica do vôo. Revista Brasileira de pesquisa em Educação em Ciências, Belo Horizonte, v. 9, n. 1. 2009.
MAZZUCO, A. E. R. MMAR: sistema web para modelagem molecular tridimensional utilizando realidade aumentada. 183 p. Dissertação de Mestrado profissional em Tecnologias Educacionais em Rede. Universidade Federal de Santa Maria, UFSM, Brasil. 2017,
MAZZUCO, A. E. R.; KRASSMANN, A. L.; GARCIA, D. S.; BERNARDI, G. Molecular modeling with augmented reality (MMAR). International Journal for Innovation Education and Research, Dhaka, v. 6, n. 10, pp. 187-205. 2018. https://doi.org/10.31686/ijier.vol6.iss10.1178
NOVAK, J. D. Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. (2nd ed.). Routledge. Londres: UK. 2010a.
NOVAK, J. D. Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Journal of e-Learning and Knowledge Society. Italian e-Learning Association, Módena, v. 6, n. 3, pp. 21-30. 2010b. https://doi.org/10.20368/1971-8829/441
PAREEK, R. B. Concept maps in Organic Chemistry practicals. World, Ajmer, v. 3, n. 1, pp. 22-26. 2015. https://doi.org/10.12691/wjce-3-1-3
PESTANA, S. C. C.; PEIXOTO, F.; ROSADO PINTO, P. Academic achievement and intrinsic motivation in higher education students: An analysis of the impact of using concept maps. Journal of Applied Research in Higher Education, London, v. 15, n. 3, pp. 663-680. 2023. https://doi.org/10.1108/JARHE-09-2021-0352
REISKA, P.; SOIKA, K.; CAÑAS, A. J. Using concept mapping to measure changes in interdisciplinary learning during high school. Knowledge Management & E-Learning: An International Journal, Hong Kong, v. 10, n. 1, pp. 1-24. 2018. https://doi.org/10.34105/j.kmel.2018.10.001
ROBERTS, L. Using concept maps to measure statistical understanding. International Journal of Mathematical Education in Science and Technology, London, v. 30, n. 5, pp. 707-717. 1999. https://doi.org/10.1080/002073999287707
ROCHA, C. E. S.; SPOHR, C. B. O uso de mapas conceituais como instrumento didático para identificar indícios de aprendizagem significativa em diferentes níveis de ensino. Investigações em Ensino de Ciências, Porto Alegre, v. 21, n. 3, pp. 23-52. 2016.
RUIZ-PRIMO, M. A.; SHAVELSON, R. J. Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, London, v. 33, n. 6, pp. 569-600. 1996. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6%3C569::AID-TEA1%3E3.0.CO;2-M
YILDIRIR, H. E. Secondary school students' initial and changes in cognitive structures of argument and related concepts. International Journal of Research in Education and Science, Konya, v. 6, n. 2, pp. 231-249. 2020.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2023 Autor y Góndola. Enseñanza y Aprendizaje de las Ciencias
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Gondola, Ens Aprend Cienc. is an open-access publication, free of charge for authors and readers. The publication, consultation or download of the contents of the magazine does not generate any cost for the authors or the readers, since the Francisco José de Caldas District University assumes the expenses related to edition, management and publication. The peer evaluators do not receive any economic retribution for their valuable contribution. The work of all the actors mentioned above is understood as a contribution to the strengthening and growth of the research community in the field of Science Education.
As of December 1, 2018 the contents of the journal are published under the terms of the Creative Commons License Attribution-Noncommercial- ShareAlike 4.0 International (CC-BY-NC-SA 4.0), under which others may distribute, remix, retouch, and create from the work in a non-commercial way, give credit and license their new creations under the same conditions.
The copyright holders are the authors and the journal Gondola, Ens Aprend Cienc. The holders retain all rights without restrictions, respecting the terms of the license in terms of consultation, downloading and distribution of the material.
When the work or any of its elements is in the public domain according to the applicable law in force, this situation will not be affected by the license.
Likewise, we encourage authors to deposit their contributions in other institutional and thematic repositories, with the certainty that culture and knowledge is a good of all and for all.