As caatingas do Cariri Paraibano: mapa conceitual como ferramenta para aprendizagem significativa no ensino de biologia

• Ano de defesa: 2014
• Autor(a) principal: Moura, Ronnie Wesley Sinésio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós Graduação em Educação; UFPB
• Palavras-chave em Português: Aprendizagem significativa; Mapas conceituais; Visita guiada; Bioma Caatinga; Meaningful learning; Concept Maps; Guided study tours; The Caatinga biome; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4849

This research is linked to the Line of Teaching-Learning Processes at the Post-Graduation Program in Education PPGE, at the Federal University of Paraíba - UFPB, the campus in João Pessoa. Thus, the discussion in analysis has the general objective to investigate the perception of the students in relation to the construction and use of Concept Maps as a tool for Meaningful Learning about the Caatinga biome. The study is based on theories by Ausubel et al (1980) and Ausubel (2003) regarding Meaningful Learning, Novak (2000) in relation to the use of Concept Maps as an instrument to make the students learn how to learn and structure their knowledge, and Krasilchik (2011) when it comes to field studies, more specifically Guided Study Tours. This study was carried out with 24 students in the 3rd grade of the State High School in Monteiro, Paraíba. Initially, we made a pedagogical intervention where a questionnaire was carried out with the students about the content of the Caatinga biome, in order to identify some subsumer elements. Thereafter, we ministered an expository class about this content to these students, in which we organized the activities in accordance with Ausubel s Theory of Meaningful Learning, taking into consideration the Progressive Differentiation and the Integrative Reconciliation. Later on, we carried out a Guided Study Tour to a private property and Environmentally Protected Area called Manga do Forno in the municipality of Monteiro. After that, we offered workshops on Concept Maps, where the students had the opportunity to construct their own Concept Maps, oriented by the content about the Caatinga biome and their reflections from the Guided Tour. After the conclusion of this pedagogical intervention we carried out semi-structured interviews with five of the participating students. The methodology used in this research can be classified as a field study with a quantitative-qualitative approach, because, although them being different, we see them as complementary. To analyze the gathered data, we used Bardin s Content Analysis (2011), in order to understand if our a priori about the study object are supported or not. Thus, we tried to break our first impressions and make a careful and relevant analysis of our research source. From our analysis and discussion of the data, we can perceive that the majority of the students already had been in contact with Concept Maps; that they believe that the Concept Maps contributed to their learning about the Caatinga biome; that the fact that they already had some understanding about the content facilitated the construction of the Concept Maps; that the contextualization of the content contributed to the creation of the maps; and that they can use Concept maps not only to learn biology contents, but also in other subjects. Thus, we can infer that the students managed to perceive the Concept Maps as a tool that enables Meaningful Learning, and that it also helps in the construction, structuration and extension of knowledge.