Mapas conceituais e mentais como auxiliadores na aprendizagem significativa de infecções sexualmente transmissíveis

Abstract

The teaching of biology plays a fundamental role in students' education as it allows them to understand and analyze their attitudes towards personal care. Sexual education and teaching about sexually transmitted infections (STIs) in high school have an important preventive role in their daily lives. The present master's dissertation analyzed the use of mind maps and conceptual maps as tools to improve the teaching of sexually transmitted infections based on the theory of meaningful learning proposed by David Ausebel. The study was conducted in a middle and high school with the participation of 22 students in the 2nd year of high school. The experimental methodology used mind maps and conceptual maps as resources for the development of meaningful learning to enhance the quality of teaching on sexually transmitted infections, making it more significant and easier to approach, as it is considered an uncomfortable topic. In this proposal, students shift from being passive recipients of knowledge to being protagonists. The proposals of Ausebel, Joseph Novak, and Tony Buzan aim to facilitate the memorization and understanding of content, allowing the student executing the activity to develop models, drawings, acronyms, or color changes, aiming at their better understanding and retention of the content. The digital booklet (e-book) created from the maps during the research can be used in biology education. The research demonstrated that the use of these tools contributed to the improvement of the teaching-learning process, encouraging active student participation and facilitating the understanding and retention of the content.