UM ESTADO DA ARTE SOBRE A IMPLEMENTAÇÃO DA TEORIA DA APRENDIZAGEM SIGNIFICATIVA NO ENSINO DE QUÍMICA

Traditional teaching is often limited to depositing information without contextualization. When teaching chemistry, a science that presents great abstraction, this can be an aggravating factor. Ausubel's Meaningful Learning Theory (MLT) offers an alternative by promoting the formation of meanings and the connection between new knowledge and existing knowledge. Along these lines, this study aims to analyze how MLT has been implemented in chemistry teaching through mapping in an online database. The study is characterized as a state of the art, carrying out a qualitative review, without a temporal cut, of the theses and dissertations present in the CAPES repository that discuss MLT focused on chemistry teaching. We obtained a corpus of 34 studies that were analyzed following Bardin’s (2016) content analysis method in light of four categories that include the application of MLT in basic and higher education, the use of concept maps, and concepts about the organization of teaching. The tangible results indicate the way in which MLT has been implemented in chemistry teaching and emphasize the importance of favoring the contextualization of content. They also point out that concept maps can be useful tools for planning and evaluating classes due to their hierarchy. Thus, the research emphasizes the importance of promoting meaningful learning at all levels of education, in addition to suggesting the implementation of more discussions and practices on teaching and assessment based on MLT.