Mapas conceituais e TDICs: uma abordagem alternativa para a aprendizagem significativa no ensino superior de química

Abstract

This study proposes an alternative approach to traditional Chemistry classes by introducing the use of Concept Maps (CMs) as a strategy to promote meaningful learning. The CMs developed in this study constitute a didactic resource created and refined from materials developed in the UFPB tutoring program between 2021 and 2023, in basic Chemistry courses offered by the Department of Chemistry. Digital Information and Communication Technologies (DICTs) were incorporated, along with the theory of meaningful learning, to bring dynamism to the maps, aiming to make Chemistry teaching more meaningful through didactic materials to assist students. Additionally, concept maps were also manually developed in the classroom by students, intending to promote meaningful learning in two General Chemistry classes for Technologists during the 2023.2 period, involving a total of 29 students from the Sucroalcohol Production (SP) and Food Technology (FT) courses at CTDR, Campus V of UFPB. In creating the didactic material, the Canva® digital platform was used, and the resources were made available on social media such as YouTube (Genius channel) and Instagram (@ousequimica). The results show that all students found the concept maps useful for developing and exploring complex concepts, organizing ideas, and identifying conceptual gaps. Approximately 69.2% of the students rated the tool's usefulness with the highest score on a scale from 0 to 5. Despite the high dropout rate in the SP and FT courses, the strategy was successful among the remaining students, all of whom passed with an average grade above 9. These results indicate the effectiveness of the proposed alternative approach.