THE USE OF CONCEPT MAPS IN BIOLOGY TEACHING
an indisciplinary alternative learning strategy adopted by the Pedagogical Residence Program for the Genetics module
DOI:
https://doi.org/10.20873/riecim.v2i1.14022Keywords:
Significant Learning, Teaching of Genetics, Teaching and learningAbstract
Concept maps were developed to promote meaningful learning (AUSUBEL et. al, 1989) and can be considered schematic resources to represent a set of meanings and concepts included in a structure of propositions for the elaboration of a relational web (ANASTASIOU & ALVES, 2007). Having conceptual maps as an alternative strategy for teaching biology in the context of genetics, the objective of this work is to present the experiences lived by the Pedagogical Residency Program of the Federal University of West Bahia (UFOB) in the Genetics Module at the Instituto Federal de Educação, Science and Technology of Bahia (IFBA) with class 721 of the 2nd year of the Integrated Technical Course in Informatics. The activities carried out through collaborative work groups and individually, in order to promote social integration and student-centered learning (MICHAEL, 2006; MASCOLO, 2009). We also used technological learning tools and alternative methodologies for teaching mathematics and obtained effective practical teaching results in terms of commitment, complicity and interdisciplinarity of pedagogical knowledge.
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