O uso de mapas conceituais na construção do conhecimento: um olhar a partir dos conteúdos de Eletroquímica no Ensino Superior.

Abstract

In this research we investigate how the process of construction of Conceptual Maps by undergraduate students in Chemistry contributes to development of Electrochemistry content. We chose this theme due to the high degree of complexity of its specific contents, identified in the literature as the focus of alternative conceptions. We followed an Electrochemistry course at graduation and created a tutoring space that allowed interaction with students. In tutoring, Conceptual Maps were used based on thinking about the teaching and learning processes, given its potential to raise previous ideas and misconceptions, seeking meaningful learning of the concepts involved. Data collection took place from audio and video recordings of classes in the Electrochemistry discipline and Tutoring process, as well as from material produced from the proposed activities of building Conceptual Maps. Data analysis was performed in the light of Content Analysis. We realized that students enroll in the Electrochemistry discipline with little knowledge considering the contents programmed to be taught in Secondary Education, which limits the process of academic formation. From the rescue of concepts and discussion about misconceptions in Electrochemistry, we were able to develop specific content together with students participating in the research and stimulate thinking about curriculum sequence of Electrochemistry adopted in Secondary Education and in Higher Education. Finally, we evaluated that the proposed methodological path during the tutoring allowed to identify potentialities and some weaknesses in the implementation of extra-class activities in Higher Education.