A teoria da aprendizagem significativa de David Ausubel e suas contribuições para a construção de conceitos científicos no ensino de Ciências: um levantamento bibliográfico

Abstract

The Theory of Meaningful Learning (SAT) encompasses the procedure by which a new knowledge is linked in a non-arbitrary and non-literal way to the cognitive structure of the being who studies, in such a way that the student's previous knowledge interferes, in an expressive way and gaining new meaning, with the new knowledge that is exposed to him, generating transformations in his cognitive composition, in function of exceeding rote, literal and arbitrary learning. In view of the above, this work had as its general objective to carry out a bibliographic survey on the contributions of the theory of meaningful learning to the formation of concepts in science teaching. The research is of a qualitative approach, with a descriptive focus, being essentially a bibliographic research. Through the bibliographic survey carried out in the SciELO and CAPES databases, sixteen articles were selected, in which it was possible to identify how the Theory of Meaningful Learning can influence the teaching and learning process in Science, highlighting the relevance of activating students' prior knowledge, organizing the content in a hierarchical way, selecting relevant instructional materials, promote dialogue and discussion in the classroom, emphasize understanding of concepts, encourage the practical application of knowledge, pay attention to student motivation, and provide feedback and formative assessment. The results obtained corroborate the importance of seeking pedagogical practices that promote meaningful learning, allowing students to build knowledge in a deeper and more lasting way. Through the connection between what they already know and what they are learning, students become protagonists of their own learning process, developing critical and reflective thinking.