MAPA CONCEITUAL: UMA FERRAMENTA PARA ENSINAR ZOOLOGIA DE VERTEBRADOS NO ENSINO FUNDAMENTAL

Abstract

This research aims to contribute in the teaching of vertebrate zoology at the elementary school. The pedagogical practice of teachers of Natural Sciences with these content presents some difficulties, among which we can mention: theoretical / practical knowledge deficient in pedagogical tools that can be applied in the teaching of Zoology, lack of continuing education with a focus on zoological area and gaps the initial training on the evolutionary and phylogenetic approach. In this context we opted for a research methodology that would allow the integration of the researcher with the science teachers in a continuous formation process seeking to reflect about their difficulties in teaching zoology and build alternatives on the collective level to minimize the identified deficiencies. Thus, we used the mode of action research with a qualitative approach to analyze the survey data. To carry out this research, it was formed a study group with the teachers of Natural Sciences of Laranjeiras do Sul- Pr. During the meetings has aroused the interest of teachers in improving the use of pedagogical tool conceptual map enjoying their potential. Thus this research aims to: propose to teachers of Natural Sciences, teaching strategies with concept maps subsidized by the Theory of Meaningful Learning, to assist them in teaching vertebrate zoology. From the record of the meetings of the study group and the results of implementing the strategies with conceptual maps developed by the group, the data were organized and discussed using analytical categories. From the results it can be noted that the conceptual maps are an effective tool to systematize, organize and summarize the contents of Zoology, contributing to a significant learning. In addition, the construction of concept maps arouse the interest and commitment of students and nurture a collaborative work is developed collectively. The construction of conceptual maps with the use of technological resources and educational software can gather multiple information in the form of videos, photos, texts and sounds and even assist in the articulation between school knowledge and the reality of the student.