Utilização de mapas conceituais como instrumento de ensino-aprendizado de conceitos químicos na disciplina de ciências naturais.

Abstract

This study aimed to analyze the perspectives of elementary education students about the study of chemistry in the 9th grade of elementary school and the contributions of concept maps for teaching-learning of chemical concepts used in the discipline of Natural Science at this level of education. The survey was conducted in the state school André Vidal de Negreiros, Cuité located in the state of Paraíba. The documentary analysis of the curriculum content organization in Chemistry for Elementary Education, pointed out that the contents of this document are structured Chemistry for Elementary School from the 6th to the 9th grade, but in practice, the contents of chemical being worked only in year 9 as a test for the later series, fragmented, and traditional disciplinary way, taking the textbook as the main influencer tool in planning classroom teacher. The time of the investigation of students' perspectives on the study of chemistry, evidenced by semi-structured questionnaire, that they have a practical concept and context of chemistry. The timing of previous research students' ideas about the concept of Chemical Bonds evidenced by concept maps, they had contributed to an early contact with the contents, awakening in them not only curiosity but also exploit their cognitive potential. The construction of concept maps and help highlight the students' preconceptions about the concept under study, stimulated reflective thinking of making learning more meaningful same, besides being a useful tool for planning school teacher. The results of this investigation also revealed that the use of concept maps in this level of education proved to be a very valid strategy, since they proved a very versatile tool with contributions ranging from the planning of curricular content to be taught to the evaluation process of learning.