Concepts maps. Meaningful Learning. Problem solving
The present study is of a basic nature, characterized by a qualitative bias in which it
sought to investigate the elaboration of concept maps as a strategy for solving a problem
situation, related to the theme "Fuel as a source of energy", with students from the
Institutional Scholarship for Teaching Initiation (PIBID) of the Degree in Chemistry, at
the Federal University of Pernambuco – CAA. In order to carry out this study, it was
necessary to promote a workshop on conceptual maps, in order to familiarize those
involved with the use of the tool. Dividing the participants into two groups, it was
proposed, through different planned activities, the (re)construction of three conceptual
maps collectively, using words/concepts emerging from debates on the proposed theme,
as well as from the reading and discussion of a base text on the topic, aimed at solving a
problem-situation. In the methodological procedures, the following instruments were
used for data collection: elaboration of conceptual maps, video recordings of the
moments of elaboration of the maps, records of the moments of discussions (verbally)
carried out during the process of elaboration of the maps, as well as of the moments of
explanation of the proposed problem-situation resolution. The data obtained in this
study were transcribed and analyzed from the main cognitive movements of meaningful
learning. According to the data analysis, we were able to verify that the conceptual
maps constitute a tool that provides possibilities of organization and construction of
strategies for which problem solving can be applied, favoring the learning of chemistry
contents in a significant way through the presence of movements of progressive
differentiation and integrative reconciliation.