Utilização de mapa mental como recurso pedagógico para o ensino de ciências

• Ano de defesa: 2024
• Autor(a) principal: Sobrinho, Rafaela dos Santos
• Orientador(a): Mota, Erika Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::OUTROS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80236

One of the challenges for teaching Science in elementary school is to enable students to learn more effectively. The assimilation of complex biological concepts by students is one of the difficulties encountered by teachers in the final years of elementary school. These terms are extremely relevant, considering that they express basic characteristics of living beings, which will be covered in various contents covered in textbooks. Particularly in the 7th year of elementary school, there is a considerable volume of new concepts that are presented to students. They are much more complex than those they were previously familiar with and, therefore, become an obstacle in learning the content. Students who study this series have difficulty memorizing and understanding the biological terms used. Due to this difficulty, the student is more susceptible to poor academic performance at this stage. According to studies on the problem, students who study this series have difficulty memorizing and understanding the biological terms used. And as a result, the student is more susceptible to poor academic performance at this stage. Considering the above, this work aimed to analyze whether the use of mind maps for 7th year elementary school students contributes to the learning of biological concepts used in Science classes. The instrument used for data collection consisted of questionnaires and the results achieved were analyzed qualitatively from the perspective of discourse analysis focused on signs. As a methodological sequence, the creation of mental maps by the students themselves with the central theme of Biodiversity was proposed, emphasizing the biological concepts that are highlighted in the general characteristics of living beings. The methodology adopted proved to be relevant because it brought the student closer to biological concepts, which was promoted by the construction of mental maps. These maps stood out as a pedagogical resource that enabled a better understanding of the content, making teaching and learning processes more effective.