Mapas conceituais: uma proposta de intervenção no ensino de biologia celular para uma aprendizagem significativa

Abstract

The present work was developed based on the theory of significant learning (ED). Considering the difficulty that many students have in significantly understanding the content of basic Cell Biology and helping the teacher to include active methodologies in teaching, this work aims to present a proposal for pedagogical intervention through a didactic sequence related to the construction of conceptual maps for the teaching of Cell Biology. The theoretical references that defend the subject addressed were used as Ausubel (1973,1982 and 2000), Moreira (2012), Novak (1977). The proposal is organized in a didactic sequence, with the application of the content, presentation of conceptual maps and construction. By creating conceptual maps based on the knowledge developed, mobilized and repeated in the classroom, it aims to awaken the creativity and the student's ability to define concepts through his own interpretation of what was seen and discussed. The proposed intervention can help students better organize their thoughts and facilitate understanding and control of cell biology concepts. By creating mental maps from the knowledge developed and reviewed in the classes, it is intended to awaken the creativity and the ability of students to define concepts through their own interpretation of what they saw and discussed. The proposed intervention can help students better organize their thoughts and can promote understanding and control of concepts in cell biology content.