Técnicas de uso do mapa conceitual para avaliação da aprendizagem significativa no ensino básico

Abstract

The theory of meaningful learning (TML) presents propositions to guide a more efficient teaching and learning process. Thus, for meaningful learning, the learner must demonstrate a predisposition to learn and recognize the existence of relevant prior knowledge. In the early 1970s, the concept map (CM) was developed as an assessment tool of meaningful learning and prior knowledge. Although the CM has a solid theoretical and empirical background, its use is not widely disseminated in Brazilian basic education. Furthermore, the school is a self-managed and self-catalytic environment, which has unique characteristics and identity that enable the renewal of pedagogical actions. Therefore, it is plausible that concept mapping is changing in relation to the original proposal. The objective of this study is to present a critical review on the use of CM in basic education and to identify if the original purpose and techniques have been used. Despite its potential for the meaningful learning, our survey shows that the CM is still underused in basic education compared to higher education, and studies show inconsistency in criteria and techniques for assessing knowledge. Guidance based on the TML and the original techniques for the construction/assessment of the CM could impact the preference for the tool. In summary, we recommend the CM as a formative, recursive assessment tool based on the techniques proposed during its original design, as indicated in this present study.