O uso de mapas conceituais como objeto para o ensino de estática no primeiro ano do ensino médio

Abstract

The present study proposes an innovative approach to teaching Statics in the first year of high school, employing the pedagogical tool of concept maps. Concept maps are graphical resources aimed at representing knowledge in an organized and hierarchical manner, facilitating comprehension and connection between the concepts addressed. This article describes the methodological strategy used, based on a constructivist teaching model that prioritizes the active construction of knowledge by the student. The research was conducted in two high schools, one from the public school system and the other from the private sector, involving similar samples in terms of the number of first-year students, who were subjected to a questionnaire and subsequently to a structured pedagogical intervention based on concept maps. The results obtained reveal a significant improvement in students' performance regarding the understanding of Statics concepts, as well as an increased ability to establish connections between the different topics addressed. It is concluded, therefore, that concept maps emerge as a valuable tool in the teaching-learning process, providing a more dynamic and effective approach to teaching complex concepts such as those of Statics.