scholarly journals Ciência para menores elaboração de contos infantis como prática para uma aprendizagem significativa no ensino de ciências

2021 ◽  
Vol 7 (2) ◽  
pp. 212-222
Author(s):  
Débora Knauth ◽  
Antônio Luiz de Moraes
Keyword(s):  
Concept Maps ◽  
Meaningful Learning ◽  
Natural Sciences ◽  
The Internet ◽  
Previous Knowledge ◽  
Palabras Clave ◽  
The Subject ◽  
Search For Information ◽  
Teaching Learning ◽  
Adequate Analysis

Resumo Práticas que visem a um ensino-aprendizagem mais dinâmico e significativo têm sido foco de interesse de pesquisas dentro da área de educação. Fazer com que os estudantes sejam mais participativos no processo de aprendizagem e ajudá-los a ter autonomia na busca por informações têm sido um desafio para os educadores. A teoria da Aprendizagem Significativa, proposta por Ausubel (1963), explica que novos conhecimentos são incorporados e melhor aprendidos quando relacionados a conhecimentos prévios já compreendidos pelo sujeito. Na educação, essa metodologia permite ressignificar e reorganizar ideias, criando novas conexões cognitivas. Dessa forma, o presente trabalho tem como objetivo apresentar uma prática de ensino-aprendizagem baseada na teoria da Aprendizagem Significativa por meio da elaboração de livretos de contos infantis. Uma turma do 1º ano do Ensino Médio foi escolhida para participar da prática que teve como ponto de partida a elaboração de Mapas Conceituais (organizadores prévios) e aplicação de um pré-questionário. Os estudantes foram orientados sobre onde e como fazer uma busca por informações pela internet, uma vez que esse meio de pesquisa é tão usado e importante, porém pouco explorado em sala de aula. A construção do livreto de contos sobre um tópico de Ciências da Natureza foi o produto final do trabalho. Após a atividade, foi realizada a aplicação de um pós-questionário para tornar viável uma análise mais adequada das possíveis aprendizagens dos estudantes. A comparação dos questionários e análise dos materiais produzidos mostraram ideias mais ricas, claras e interrelacionadas, corroborando a hipótese do estudo. O trabalho evidenciou uma ligação entre o múltiplo espaço da internet e a produção física de material (livreto), que se mostrou eficiente para a compreensão e síntese de conteúdos ligados as Ciências da Natureza. Palavras-chave: Ausubel; ensino-aprendizagem; livreto; mapas conceituais; metodologia.       Abstract Science for minors: writing children's booklets as a practice for Meaningful Learning in Science Education Practices that aimed more dynamic and meaningful teaching-learning have been the focus of interest within the area of Education. Making students participatory in the learning process and helping them to have autonomy in the search for information has been a challenge for educators. The Theory of Meaningful Learning, proposed by Ausubel, brings that new knowledge are incorporated and better learned when related to previous knowledge already understood by the subject. In education, this methodology makes it possible to reframe and reorganize ideas, creating new cognitive connections. Thus, the present work aims to present a teaching-learning practice based on the Theory of Meaningful Learning through the development of children's booklet. A class from the 1st year of high school was chosen to participate in the practice that started with the elaboration of Concept Maps (previous organizers) and application of a Pre-questionnaire. The students were instructed on where and how to search for information on the internet, since this means of research is so used and important, but little worked in the classroom. The construction of the booklet of short stories on a topic in Natural Sciences was the final product of the work. After the activity, a Post-questionnaire was applied to make a more adequate analysis of the students' learnings. This study evidenced a connection between the multiple space on the internet and the physical production of material (booklet), which proved to be efficient for the understanding and synthesis of contents related to the Natural Sciences. The comparison of the questionnaires and analysis of the materials produced showed richer, clearer and more interrelated ideas, corroborating the study's hypothesis. Keywords: Ausubel; booklet; concept maps; methodology; teaching-learning.   Resumen Ciencia para menores: elaboración de cuentos para niños como práctica para un aprendizaje significativo en la enseñanza de las ciencias Las prácticas dirigidas a una enseñanza y un aprendizaje más dinámicos y significativos han sido el foco de interés dentro del área de la educación. Hacer que los estudiantes sean participativos en el proceso de aprendizaje y ayudarlos a tener autonomía en la búsqueda de información ha sido un desafío para los educadores. La teoría del Aprendizaje Significativo, propuesta por Ausubel, trae consigo que se incorporen nuevos conocimientos y se aprendan mejor cuando se relacionan con conocimientos previos ya entendidos por el individuo. En educación, esta metodología permite afinar y reorganizar ideas, creando nuevas conexiones cognitivas. Así, el presente trabajo tiene como objetivo presentar una práctica de enseñanza-aprendizaje basada en la teoría del Aprendizaje Significativo a través de la elaboración de libros de cuentos infantiles. Se eligió una clase de 1º año de secundaria para participar de la práctica que se inició con la elaboración de Mapas Conceptuales (organizadores anteriores) y aplicación de un Pre-cuestionario. Se instruyó a los estudiantes sobre dónde y cómo buscar información en Internet, ya que este medio de investigación es tan utilizado e importante, pero poco trabajado en el aula. La construcción del libro de cuentos sobre un tema de Ciencias Naturales fue el producto final del trabajo. Tras la actividad, se aplicó un Post-cuestionario para viabilizar un análisis más adecuado del posible aprendizaje de los estudiantes. Este estudio evidenció una conexión entre el espacio múltiple en internet y la producción física de material (cuadernillo), que resultó ser eficiente para la comprensión y síntesis de contenidos relacionados con las Ciencias Naturales. La comparación de los cuestionarios y el análisis de los materiales producidos arrojaron ideas más ricas, claras e interrelacionadas, corroborando la hipótesis del estudio. Palabras-clave: Ausubel; enseñanza-aprendizaje; libro; mapas conceptuales; metodología.

scholarly journals LAS TÉCNICAS PARTICIPATIVAS COMO RECURSO POTENCIADOR DEL PROCESO DE ENSEÑANZA-APRENDIZAJE DEL INGLÉS EN LA UNIVERSIDAD TÉCNICA DE MANABÍ

2019 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
María Dolores Chávez Loor ◽  
Carlos Humberto Chancay Cedeño ◽  
Karina Luzdelia Mendoza Bravo ◽  
Yadira Del Pilar Chávez Loor
Keyword(s):  
Learning Process ◽  
English Language ◽  
Meaningful Learning ◽  
English Classes ◽  
Palabras Clave ◽  
Participatory Techniques ◽  
Teachers And Students ◽  
The Subject ◽  
Para Determinar ◽  
Teaching Learning

RESUMEN El propósito de este artículo es presentar los resultados de la investigación sobre la aplicación de las técnicas participativas para potenciar el proceso de enseñanza aprendizaje del Inglés en los estudiantes de la Universidad Técnica de Manabí para determinar la contribución de las técnicas participativas en dicho proceso a través de la identificación de las técnicas adecuadas utilizadas por el docente con base a las necesidades requeridas para obtener un aprendizaje significativo en los estudiantes, de las cuales las más relevantes son las técnicas participativas para la fase de consolidación y las de comunicación. La metodología manejada en la investigación se basó en la aplicación de una encuesta a los estudiantes del quinto nivel de diferentes carreras de la Universidad Técnica de Manabí, la cual incluyó siete preguntas cerradas y la aplicación de una entrevista a los docentes quienes imparten la asignatura de Inglés. Los resultados obtenidos de estos instrumentos facilitaron la obtención de la información para el desarrollo de este estudio. Los resultados que se obtuvieron en la investigación determinaron que la aplicación de las técnicas participativas es importante porque son un instrumento de interacción entre docentes y estudiantes durante el proceso de enseñanza-aprendizaje con el propósito de adquirir y asimilar eficientemente los conocimientos impartidos. PALABRAS CLAVE: técnicas participativas; proceso de enseñanza aprendizaje; aprendizaje significativo. PARTICIPATORY TECHNIQUES FOR ENHANCING THE TEACHING-LEARNING PROCESS OF ENGLISH CLASSES IN STUDENTS OF UNIVERSIDAD TÉCNICA DE MANABÍ ABSTRACT The purpose of this article is to briefly present the results of the research about application of participatory techniques to enhance the teaching-learning process of English language in students of Universidad Técnica de Manabí to determine the contribution of the participatory techniques in this process through the identification of the appropriate techniques used by the teacher based on the needs required to obtain meaningful learning in the students, of which the most relevant are the participatory techniques for the consolidation and communications phase. The methodology used in the research was based on the application of a survey to the fifth level students of different careers at Universidad Técnica de Manabí, which included seven closed questions, and the application of an interview to teachers who teach the subject of English, the results obtained from these instruments facilitated the obtaining of information for the development of this study. The results obtained in the investigation determined that the application of participatory techniques is important because they are an instrument of interaction between teachers and students during the teaching - learning process so that the student acquires and assimilates more efficiently the knowledge imparted. KEYWORDS: participatory techniques; teaching-learning process; meaningful learning.

scholarly journals Elaboración de un ambiente virtual colaborativo usando eXe Learning para la enseñanza de Ciencias Naturales [Elaborating of a collaborative-virtual-environment by using eXe Learning for teaching of Natural Sciences]

2014 ◽  
Author(s):  
Andrea Henao Bonilla ◽  
Luis Octavio González Salcedo
Keyword(s):  
Virtual Environment ◽  
Educational Institution ◽  
Natural Sciences ◽  
User Group ◽  
Educational Strategies ◽  
Collaborative Virtual Environment ◽  
Subject Knowledge ◽  
Palabras Clave ◽  
Teaching Unit ◽  
Teaching Learning

Resumen A pesar del avance importante en el uso de las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza de la educación media, la literatura muestra un amplio desarrollo en matemáticas, pero una gran limitación en otras temáticas como las ciencias naturales y las sociales. En el presente trabajo, se describe el desarrollo de una unidad didáctica basada en un ambiente virtual colaborativo usando eXe Learning, e incorporando diferentes estrategias educativas, con el objetivo de apoyar la enseñanza del curso de Biología, siendo el tema central la Reproducción en los Seres Vivos. Dos grupos de octavo grado, de una Institución Educativa, fueron evaluados sobre el conocimiento del tema mencionado. El análisis de varianza muestra que el grupo usuario del aplicativo obtiene un mejor rendimiento académico sobre el grupo patrón. Una evaluación tanto del aplicativo como de su Manual de Usuario, mostró que ambos son de fácil entendimiento y uso. Se concluye que las estrategias metodológicas basadas en TIC son un apoyo importante en el proceso de enseñanza-aprendizaje en el curso de Biología. Palabras Clave: Ambiente Virtual Colaborativo, TIC, eXe Learning, Ciencias Naturales, Biología.   Abstract Despite significant progress in the use of Communication and Information Technology (CIT) in teaching secondary education, the literature shows a wide development in mathematics, but a limitation on other issues such as the social and natural sciences. In this paper, we describe the development of a teaching unit based on a collaborative-virtual-environment using by eXe Learning, and incorporating different educational strategies, in order to support the teaching of biology course, being the central theme in living beings reproduction. Two groups of eighth grade, of an educational institution, were evaluated on the above subject knowledge. The analysis of variance showed that the application user group obtained better academic performance over the non-user group. An evaluation both Applicative and its User’s Manual, showed that they are both easy to understand and use. It was concluded that the methodologies based on ICT are an important support in the biology course’s teaching-learning process. Keywords: Collaborative-virtual-environment, ICT, eXe Learning, Natural Sciences, Biology.

scholarly journals TV SERIES OF CRIMINAL INVESTIGATION IN CHEMISTRY TEACHING THROUGH OF RESEARCH AND LUDIC EXPERIMENTATION

2019 ◽  
Vol 16 (32) ◽  
pp. 919-929
Author(s):  
J. V. GOMES ◽  
F. V. DA SILVA ◽  
D. F. M. DO CARMO ◽  
P. J. S. MAIA
Keyword(s):  
Forensic Science ◽  
Learning Strategy ◽  
Teaching Method ◽  
Criminal Investigation ◽  
Problem Situation ◽  
Previous Knowledge ◽  
Chemistry Teaching ◽  
New Methods ◽  
The Subject ◽  
Teaching Learning

Conventional methods employed to teach chemistry imply a lot of memorization and very little contextualization, i.e., they fail to connect chemistry concepts to students’ everyday lives, which causes them to lose motivation and interest in learning the subject. In order to change this scenario, new methods have been proposed for the teaching of chemistry, such as playful experimentation, to foster contextualization of content and integration with content from other subjects. This study has aimed to evaluate student learning of chemistry concepts by means of experimentation associated to forensic science. To this end, first, students’ previous knowledge of the content was assessed by means of a questionnaire prior to the intervention. Then, they were given a problem-situation, a fictitious crime, which they had to solve. The results indicate that the teaching method under investigation is an effective teaching-learning strategy capable of contextualizing and adapting chemistry concepts to students’ cultural background, since TV crime series have become hugely popular among teenagers.

scholarly journals A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

2019 ◽  
Vol 81 (2) ◽  
pp. 79-87 ◽  
Author(s):  
María José Apodaca ◽  
Joseph D. McInerney ◽  
Osvaldo E. Sala ◽  
Liliana Katinas ◽  
Jorge V. Crisci
Keyword(s):  
Evolutionary Biology ◽  
Affective Commitment ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Structure ◽  
Biological Evolution ◽  
Meaningful Learning ◽  
Evolutionary Context ◽  
Biological Concepts ◽  
The Subject

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

scholarly journals Meaningful learning using concept maps as a learning strategy

2017 ◽  
Vol 7 (3) ◽  
pp. 313 ◽  
Author(s):  
Carmen Romero ◽  
Moisés Cazorla ◽  
Olga Buzón
Keyword(s):  
Student Satisfaction ◽  
Concept Maps ◽  
Learning Strategy ◽  
Concept Map ◽  
Natural Sciences ◽  
Assessment Tests ◽  
Level Of Satisfaction ◽  
Teaching Learning ◽  
High Level ◽  
Previous Session

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

scholarly journals CULTIVO DE COGUMELOS COMESTÍVEIS COMO PROPOSTA DE ENSINO DE CIÊNCIAS DA NATUREZA E DA AGROECOLOGIA NA ESCOLA FAMÍLIA AGRÍCOLA PURIS

2019 ◽  
Vol 10 (2) ◽  
pp. 55-62
Author(s):  
Edynei Miguel Cristino ◽  
Marliane De Cássia Soares Da Silva ◽  
Paulo Prates Prates Júnior ◽  
Fabrício Vassali Zanelli ◽  
Fernanda Maria Coutinho Andrade
Keyword(s):  
Teaching And Learning ◽  
De Novo ◽  
Educational Practice ◽  
Minas Gerais ◽  
Natural Sciences ◽  
Edible Mushrooms ◽  
Agroindustrial Residues ◽  
Palabras Clave ◽  
Minas Gerais State ◽  
Teaching Learning

O ensino-aprendizagem das Ciências da Natureza e da Agroecologia podem ser contextualizados para contemplar a realidade da escola e motivar o interesse dos estudantes. O cultivo de cogumelos comestíveis é uma alternativa para o reaproveitamento de resíduos agroindustriais e pode ser utilizado no ensino, contribuindo com a formação da juventude do campo. Este trabalho teve como objetivo divulgar o cultivo de cogumelos pela utilização de resíduos agroindustriais na Escola Família Agrícola (EFA) Puris, como ferramenta de ensino-aprendizagem das Ciências da Natureza e da Agroecologia. A EFA Puris está localizada na comunidade de Novo Horizonte, Araponga, MG, e oferece o Ensino Médio integrado com o curso Técnico em Agropecuária, sendo a Agroecologia um eixo importante. Para reconhecer as necessidades da EFA Puris, antes da realização do trabalho, foi organizada uma roda de conversa com os monitores da escola. Foi realizada uma oficina com os alunos do 1° ano do Ensino Médio, que contou com exposição teórica, atividades práticas, uma atividade denominada ‘colocação em comum’ (quando todos partilharam suas experiências e perspectivas com relação ao tema da atividade), e a resolução de um questionário de avaliação. Nos questionários evidenciou-se que conceitos fundamentais das Ciências da Natureza e princípios da Agroecologia, como por exemplo, ciclagem de matéria e energia, homeopatia, decomposição da matéria orgânica, poluição ambiental e alimentação saudável foram assimilados. Conclui-se que o cultivo de cogumelos comestíveis é um tema gerador que pode dialogar com o cotidiano dos educandos, permitindo interação com o ensino das Ciências da Natureza e da Agroecologia. Palavras-chave: Prática educativa; licenciatura e educação do campo; alimentação saudável; Pleurotus   Cultivation of edible mushrooms as a teaching proposal of Natural Sciences and Agroecology in the Puris Agricultural Family School Abstract: The teaching-learning of the Natural Sciences and Agroecology can be contextualized to contemplate the reality of the school and motivate the interest of the students. The cultivation of edible mushrooms is an alternative for the reuse of agroindustrial residues and can be used in education, contributing to the formation of rural youth. This work aimed to promote the cultivation of mushrooms by the use of agroindustrial residues in the Puris Agricultural Family School (EFA Puris), as a teaching and learning tool of Natural Sciences and Agroecology. EFA Puris is located in the community of Novo Horizonte, Araponga, Minas Gerais State, Brazil, and offers the Secondary Education integrated with the Agricultural Technical Course, with Agroecology being a principal axis. In order to recognize the needs of the EFA Puris before the work was carried out, a conversation with the monitors of the school was organized. A workshop was held with the students of the 1st year of High School, which included a theoretical exposition, practical activities, an activity when everyone shared their experiences and perspectives on the subject, and an evaluation questionnaire. The answers to the questionnaires evidenced that fundamental concepts of the Natural Sciences and Agroecology principles, such as cycling of matter and energy, homeopathy, organic matter decomposition, environmental pollution, and healthy eating were assimilated. It is concluded that the cultivation of edible mushrooms is a generative theme that can dialogue with the daily life of the students, allowing interaction with the teaching of the Natural Sciences and Agroecology. Keywords: Educational Practice; Graduate and Rural Education; Healthy Food; Pleurotus   Cultivo de setas comestibles como propuesta de enseñanza de Ciencias de la Naturaleza y de la Agroecología en la Escuela Familia Agrícola Puris Resumen: La enseñanza-aprendizaje de las Ciencias de la Naturaleza y de la Agroecología puede ser contextualizada para contemplar la realidad de la escuela y motivar el interés de los estudiantes. El cultivo de setas comestibles es una alternativa para el reaprovechamiento de residuos agroindustriales y puede ser utilizado en la enseñanza, contribuyendo con la formación de la juventud del campo. Este trabajo tuvo como objetivo divulgar el cultivo de setas por la utilización de residuos agroindustriales en la Escuela Familia Agrícola (EFA) Puris, como herramienta de enseñanza-aprendizaje de las Ciencias de la Naturaleza y de la Agroecología. La EFA Puris está ubicada en la comunidad de Novo Horizonte, Araponga, Minas Gerais, Brasil, y ofrece la Enseñanza Media integrada con el curso Técnico en Agropecuaria, siendo la Agroecología un eje importante. Para reconocer las necesidades de la EFA Puris, antes de la realización del trabajo, se organizó una rueda de conversación con los monitores de la escuela. Se realizó un taller con los alumnos del 1er año de la Enseñanza Media, que contó con exposición teórica, actividades prácticas, una actividad en la que todos compartieron sus experiencias y perspectivas sobre el tema, y la resolución de un cuestionario de evaluación. En los cuestionarios se evidenció que conceptos fundamentales de las Ciencias de la Naturaleza y principios de la Agroecología, como por ejemplo, ciclo de materia y energía, homeopatía, descomposición de la materia orgánica, contaminación ambiental y alimentación sana fueron asimilados. Se concluye que el cultivo de setas comestibles es un tema generador que puede dialogar con el cotidiano de los educandos, permitiendo interacción con la enseñanza de las Ciencias de la Naturaleza y de la Agroecología.  Palabras-clave: Práctica Educativa; Licenciatura y Educación Rural; Alimentación Sana; Pleurotus.

scholarly journals Propiedades psicométricas del cuestionario de autoeficacia académica (CAA) en universitarios del área de la actividad física

2019 ◽  
Vol 1 (2) ◽  
pp. 9-19
Author(s):  
Francisco Javier Flores Rico
Keyword(s):  
Self Efficacy ◽  
Educational Institutions ◽  
Simple Fact ◽  
Palabras Clave ◽  
Integral Development ◽  
Academic Competencies ◽  
The Subject ◽  
Teaching Learning ◽  
Didactic Strategies ◽  
Academic Self Efficacy

Resumen Para comprender los aspectos cognitivos y afectivos depende en gran medida por el gran interés que le imprimen las instancias educativas al ofrecer estrategias didácticas que permita alcanzar el máximo de los conocimientos pero sin duda alguna, la participación decidida del estudiante será determinante en su proceso de enseñanza aprendizaje favoreciendo en gran medida sus competencias académicas como parte elemental y coadyuvar su desarrollo profesional e integral. En el apartado de la Psicología educativa, los aspectos de autoeficacia y ansiedad por el simple hecho de su definición muestra un sentido controversial en el sujeto al no identificar puntualmente el estado del comportamiento que deriva dicha actitud. Esto ha generado importantes avances de investigación que contribuyan a elevar sustancialmente los métodos de enseñanza que se requiere en la actualidad. Palabras clave Autoeficacia académica, Autopercepción, Aspectos cognitivos y afectivos, Competencias académicas   Abstract To understand the cognitive and affective aspects depends to a great extent on the great interest that the educational institutions print when offering didactic strategies that allow to reach the maximum of the knowledge but without doubt, the participation Determined by the student will be decisive in their teaching learning process by favoring to a large extent their academic competencies as an elementary part and to contribute to their professional and integral development. In the section of the educational psychology, the aspects of self-efficacy and anxiety by the simple fact of its definition show a controversial sense in the subject by not identifying punctually the state of the behavior that derives this attitude. This has generated important research advances that contribute to substantially elevating the teaching methods currently required. Keywords Academic self-efficacy, self-perception, cognitive and affective aspects, academic competencies

scholarly journals O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Conceição Aparecida Soares Mendonça ◽  
Felipa Pacifico Ribeiro de Assis Silveira
Keyword(s):  
Concept Maps ◽  
Science Curriculum ◽  
Cognitive Structure ◽  
Meaningful Learning ◽  
Curriculum Study ◽  
Human Beings ◽  
School Students ◽  
Pedagogical Intervention ◽  
Conceptual Maps ◽  
The Subject

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: [email protected]

scholarly journals EL AULA VIRTUAL. UNA ALTERNATIVA TECNOLÓGICA PARA EL APRENDIZAJE

2018 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Dangel Roque Aguilar ◽  
María Jústiz Guerra ◽  
Norma Cabrera Cabrera
Keyword(s):  
Virtual Classroom ◽  
Classroom Teaching ◽  
Psychology Education ◽  
School Year ◽  
Learning Tasks ◽  
Palabras Clave ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
Independent Tasks

El trabajo que se presenta constituye una evidencia de la necesidad de incorporar al proceso docente educativo los recursos de la ciencia y la tecnología para elevar la motivación y la independencia en la solución de las tareas de aprendizaje, a tono con los reclamos de la informatización en la sociedad cubana. En tal sentido, se muestran los resultados de la aplicación del aula virtual de la asignatura Fisiología del Desarrollo Humano a estudiantes de 1er año de la carrera Lic. Educación Pedagogía Psicología de la Universidad de Camagüey, Cuba, de las modalidades curso diurno y curso por encuentro, durante el curso escolar 2016- 17. El aula diseñada presenta una modelación atractiva, con los recursos necesarios para propiciar el desarrollo de las tareas independientes de cada uno de los temas y aporta una valiosa compilación de materiales bibliográficos que resultan útiles para este empeño por lo que se corrobora el impacto significativo en el desarrollo del aprendizaje de los estudiantes, de tal forma que resulta más dinámico y significativo. PALABRAS CLAVE: motivación; independencia; aula virtual; enseñanza; aprendizaje. VIRTUAL CLASSROOM. A TECHNOLOGICAL ALTERNATIVE FOR LEARNING ABSTRACT The work presented is evidence of the need to incorporate into the educational teaching process the resources of science and technology to raise motivation and independence in the solution of learning tasks, in tune with the demands of computerization in The Cuban society. In this sense, results of the application of the virtual classroom of the subject Human Development Physiology to 1st year students of the Specialist in Pedagogy Psychology Education course of the University of Camagüey, Cuba, of the modalities of the day course and course by Meetings during the 2016-17 school year. The classroom designed presents an attractive modeling, with the necessary resources to promote the development of the independent tasks of each one of the subjects and provides a valuable compilation of bibliographical materials that are useful for this effort So that the significant impact on the development of student learning is corroborated in a way that is more dynamic and meaningful. KEYWORDS: motivation; independence; virtual classroom; teaching; learning.

scholarly journals PENINGKATAN MINAT DAN HASIL BELAJAR BILANGAN BERPANGKAT DAN BENTUK AKAR SISWA KELAS X TEKNIK SEPEDA MOTOR SMK ELEKTRO SIJUNJUNG DENGAN MENGGUNAKAN PETA KONSEP

2019 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Dewi Sefriyanti
Keyword(s):  
Concept Maps ◽  
Mathematics Learning ◽  
Meaningful Learning ◽  
New Concepts ◽  
Inclusive Concept ◽  
The Subject ◽  
Basic Concepts ◽  
And Mathematics ◽  
The Relationship ◽  
Hierarchical Manner

This study aims to increase students' interest and mathematics learning achievements on the subject of rank numbers, root shapes and logarithms. In this study I used a concept map. Concept maps are a tool in the form of a scheme that states the relationship between concepts starting from the general to the specific ones which are connected through arrows in the form of propositions. Proposition is two or more statements about a concept that are related to words or arrows. Concept maps play an important role in meaningful learning, with concept maps of students being trained to think, in students being asked to think about concepts or events they already know. Meaningful learning is easier to take place if new concepts are linked to concepts that are inclusive, inclusive concepts that are basic concepts that are more general in nature. Concept maps must be arranged in a hierarchical manner, which means that a more inclusive concept is at the top of the map, the concepts below are sorted into less inclusive ones.

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