O uso de mapas conceituais em uma sequência didática sobre o corpo humano: contribuições ao processo de avaliação do ensino e aprendizagem

Abstract

The learning assessment is necessary to the pedagogical practice and should continuously monitor the teaching and learning process. There are several evaluation instruments, and the usage possibilities vary according to their purposes and characteristics. The use of concept maps can be an alternative when thinking of an evaluation committed to the student’s learning and development. This paper had as aim to analise the contributs of concept maps as evaluation instrument of teach process and learning, in a didactic sequence under human body. The data which support this study were collected in the context of the Biology, Health and Environment subjects, conducted during the months of August 2012 to February 2013, to thirteen students who attend the second year of Technical Training Secondary School on Agriculture and Livestock Alberto Torres (CEAT), Cruz das Almas, Bahia. The criteria used when analyzing the maps were integrative reconciliation and progressive differentiation, founding criteria of the Meaningful Learning Theory developed by David Ausubel. The observation of the processes of progressive differentiation and integrative reconciliation, the maps made by students, demonstrate that significant learning occurred due to the development of the proposed didactic sequence. It is necessary to implement, at school, evaluation methods that allow the student involvement in the building of their own knowledge making the process of teaching and learning more enjoyable, dynamic and meaningful.