Use of concept maps in chemistry teaching: an analysis of publications on the subject in encontros nacionais de ensino de química (ENEQ)

Abstract

This study aimed to understand how concept maps are being used in teaching-learning processes in Chemistry classes. The survey was carried out by analyzing works published in the annals of ENEQ (2010-2018). The maps were mainly used as a didactic tool in the organization of learning, but they were also used as an evaluative tool for learning. To understand the range of use of this tool, we compared it with the number of studies that investigate the use of games. The increased production about games indicates a greater interest in their use in relation to concept maps. Analyzing the authors' statements, noting that concept maps lead to demands on the teacher (time for individual analysis of maps and continuous reviews) and on the student (organization of concepts, writing, use of connectors, motivation) that make them passed over to games, which are generally faster and mobilize students through play. The reflections disclosed indicate the need to stimulate research on the use of concept maps in Chemistry Teaching, given their potential as a didactic tool, and it is essential that they be required by undergraduates so that they can develop ways of working with these maps in the classroom.