Potencialidades dos mapas conceituais no processo ensino-aprendizagem em Zoologia
In contemporary times, the knowledge of Zoology is explored within the curricular matrix of several undergraduate courses in the areas of life sciences. They are included in basic curricular components aimed at understanding about animals within the context of biodiversity. Because it is an area...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26270 |
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| Resumo: | In contemporary times, the knowledge of Zoology is explored within the curricular matrix of
several undergraduate courses in the areas of life sciences. They are included in basic
curricular components aimed at understanding about animals within the context of
biodiversity. Because it is an area that encompasses a large number of taxa and presents many
peculiar scientific terminologies to be explored within an evolutionary sequence, it is a
challenge to promote adequate learning when directed to students who are newly admitted to
higher education. In order to minimize these problems, numerous didactic strategies have
been used by teachers at the Federal University of Rio Grande do Norte (UFRN), including
visits to the field, laboratory classes, play activities, exhibitions of didactic material, as well as
the application of Concept Maps (MCs) in teaching and learning about animal diversity. In
this context, the objective of this work was to evaluate the potential and implications of the
use of MCs in the teaching and learning process of Zoology in Biological Sciences courses
involving the study of invertebrate taxa. This is a qualitative-qualitative research with
participant observation procedures and content analysis. In order to achieve these objectives,
two undergraduate and graduate courses in Biological Sciences (teacher's and Bachelor's
degree), involving the Curriculum Zoology I component were followed. Several documents
were produced in the discipline, such as: questionnaires (diagnoses, activities, expectations
and qualitative evaluation); summative evaluation; didactic activities (guided studies, reviews,
reports, projects and exercises exploring MCs), among others. The analysis of the documents
evidenced MCs as an efficient resource to diagnose knowledge, mobilize and motivate
students to acquire and retain contents included in Zoology. The results found in the research
together with the experience lived and built in the course of the research, also supported the
elaboration of an educational product called " Didactic suggestions for exploring Concept
maps in pedagogical training: evidencing biological contents”. |
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