Avaliação da aprendizagem significativa em química através do diagrama Vê de Gowin

Abstract

The objective is to evaluate through an adaptation of the domains of the epistemological diagram Gowin’s “V” in significant learning of students of the 3rd year of high school of a public school in the city of Macapá-AP. The type of research used was called action research; the type of approach was both qualitative and quantitative; the site of the research was the Amapaense College. A questionnaire was applied to 16 students in order to identify their previous conceptions on the theme proteins. This information guided the formulation of a pedagogical intervention with a proposal based on the Theory of Meaningful Learning. At the end of the intervention, a protein identification experiment was performed through the biuret reaction using alternative materials, followed by the significant learning assessment questionnaire adapted from the Gowin’s “V”, and a post-intervention questionnaire. The results showed that the students achieved a 74% performance, with a p-value of 0.0007, and were able to build in their responses interdisciplinary and contextualized dialogues, contributing to the improvement of learning in chemistry