GONDIM, R. F. S.; http://lattes.cnpq.br/5632926332171424; GONDIM, Rayza Fernanda da Silva.
Abstract:
Conceptual Maps are methodological instruments that have been used as didactic-pedagogical resources
in several areas of knowledge and in several levels of education; and also as a potentially facilitative strategy to
promote meaningful classroom learning. They were initially developed by the American researcher and teacher
Joseph Novak and are based on the Significant Theory formulated by the North American psychologist D. P.
Ausubel. According to his theory, meaningful learning happens when the new knowledge that is passed on to the
learner interacts significantly with the previous knowledge already existing in his / her cognitive structure,
provoking a dynamic process of cognitive restructuring including more comprehensive concepts as knowledge
goes being assimilated by its cognitive structure. Currently, concept maps have often been applied in physics
classes as an innovative and dynamic learning strategy, one of the reasons why its use has grown in this area. In
this work we made use of conceptual maps to analyze Geometric Optics contents presented in the Physics textbook
adopted by the State School of Higher Education Orlando Venâncio dos Santos municipality of Cuité, where I
worked as a Fellow of the Physics Subproject of the Institutional Scholarship Program of Initiation à Teaching
PIBID / Physics / UFCG that works in this school since 2014. The work is based on a bibliographical and
qualitative research where through conceptual maps we try to identify key concepts presented in the texts of
Physics. Find out if the material used can be used as a potentially significant resource and if there are previous
organizers that can enable a meaningful learning of the contents addressed in the textbook adopted by the school.
According to the results obtained, we found that the use of conceptual maps are fundamental to identify and classify
the concepts and propositions existing in the body of the text.
