Banca de QUALIFICAÇÃO: LUCILENE CORREIA RAMOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUCILENE CORREIA RAMOS
DATE: 30/08/2023
TIME: 09:00
LOCAL: Auditório do CCET
TITLE:

Concept maps in the evaluation of conceptual learning about the corpuscular nature of matter in high school

KEY WORDS:

concept maps; conceptual learning; assessment.

PAGES: 65
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

The macroscopic properties of molecular, covalent, ionic, and metallic solid substances can be explained based on their behavior at the structural level. Understanding these properties requires students to articulate the explanatory power of the submicroscopic domain of chemical knowledge. However, the corpuscular nature of matter is the core conceptual topic in chemistry that students often struggle with. Evaluating learning in chemistry requires the implementation of assessment instruments that explicitly encourage students to reveal their network of interrelated concepts around central ideas, which we refer to as knowledge structure. Concept maps offer a viable assessment tool that allows: (1) the development of various cognitive skills, (2) moving beyond mere memorization of information by students, and (3) obtaining a visualization of the conceptual organization attributed to a given knowledge. Concept maps are graphical tools for organizing and representing propositional knowledge. They serve as visual organizers, using symbols to represent knowledge, and can be employed for teaching, learning, and assessing scientific concepts. The objective of this thesis is to investigate the learning process of novice high school students in Chemistry, specifically those enrolled in Chemistry I, within the social/geographical context of the Federal Institute of Rio Grande do Norte (IFRN/campus Lajes). This investigation involves a comparative analysis of concept maps produced by the students themselves at different stages of the course, along with their responses to a questionnaire on learning indicators. The data will be analyzed quantitatively and qualitatively, aiming to identify differences among groups and predominant patterns of behavior. Quantitatively, concept maps will be evaluated based on criteria such as total accuracy score and map complexity, providing comparative data among students to identify differences in the learning process and guide more effective pedagogical practices. Qualitatively, the responses to the questionnaire, together with the analysis of the structure of concept maps and the criteria for selecting propositions, will provide insights into specific conceptual gaps and difficulties in learning fundamental chemistry concepts related to understanding the corpuscular nature of matter, as well as behavioral patterns related to learning. Based on these results, we propose pedagogical strategies for both the implementation of concept maps in the assessment of conceptual learning and the teaching of the corpuscular nature of matter to novice students in high school Chemistry.

COMMITTEE MEMBERS:
Presidente - 2525587 - CARLOS NECO DA SILVA JUNIOR
Interno - 2685063 - MELQUESEDEQUE DA SILVA FREIRE
Interno - 2195626 - MILTON THIAGO SCHIVANI ALVES
Externa à Instituição - JOANA GUILARES DE AGUIAR - UFF