Bioquímica no ensino médio: uma proposta de avaliação de aprendizagem significativa utilizando mapas conceituais e fóruns

Abstract

Biochemistry is an area of study that involves knowledge of Biology and Chemistry, focusing on “Chemistry of Living Beings”. This area of knowledge addresses topics that are not easy to represent, which causes difficulties in understanding by students, and is also neglected by teachers. It is also observed that advances in Digital Technologies that are already inserted in today's society, and, thus, schools are constantly challenged to introduce these technologies in classes in order to improve the teaching and learning process, the quality of classes, as well as aligning them with the reality of students regarding the use of Digital Technologies. In this current scenario, another major challenge is the assessment of learning in an online context. Thus, this research had as its guiding question the verification of evidence of significant learning in the collaborative activities of high school students using concept maps and online discussion forums. Concept maps are graphic schemes that help to represent the knowledge present in the individual's cognitive structure, facilitating its externalization. Discussion forums, on the other hand, allow collaborative activities between subjects, promoting dialogue in order to generate an increase in knowledge. This work consisted of: Planning activities, online classes (on the object of knowledge “Proteínas”, construction of concept maps and use of discussion forums in a Virtual Environment, instructions for using applications to build concept maps), construction concept maps (individual and collaborative) freehand and with Cmaptools, Lucidchart and Power Point software, use of discussion forums in Virtual Learning Environment / Moodle and use of Evaluation Rubrics. Rubrics were used to systematize the evaluation criteria. For the discussion forums, the evaluation criteria used were: 1 - content domain, 2 - clarity in the presentation of ideas, 3 - interaction, 4 - synthesis and 5 - punctuality. As for the concept maps, the following were considered: 1 - number of concepts relevant to the object of knowledge, 2 - relationship between concepts and their definitions, 3 - hierarchical structure and 4 - number of integrative reconciliations. This research aimed to build a proposal for a procedural and online assessment of learning about the theme "Protein" for high school, based on the combined use of concept maps and online discussion forums on the Moodle platform. Due to the Covid-19 pandemic, this research was carried out entirely online, with 8 students from the 3rd year of high school, from a school in the Private Teaching Network. The results point to the efficiency of collaborative activities in the learning process and the efficiency of the proposed procedural evaluation model. At the end of the research, a Didactic Guide was created, in the form of an e-book, as an Educational Product.