Metodologia dicumba como recurso à aprendizagem significativa

Abstract

Meaningful Learning (ML), defined by David Ausubel, is a process based on relationships between pre-established knowledge - existing in the cognitive structure of the individual - and new knowledge. Based on this idea, this article aims to classify the possible levels of ML achieved by seven students from a state school in Curitiba/PR, that were part of an activity elaborated in the light of the Dicumba methodology. The qualitative research was carried out in a third-year high school class, by three undergraduate students in Chemistry, participants of the Institutional Teaching Initiation Scholarship Program (PIBID). Data analysis took place through the material produced by the students during the fourth stage of the methodology, in which the subjects answered questions elaborated by the students, being the ML was divided into three levels: inferior, moderate and advanced. In the end, it was possible to verify that the majority of students reached, within the established standards, a moderate ML, this is due to factors external to the methodology (such as lack of interest and classes remotely), since Dicumba has mechanisms to act as potentially significant material and, consequently, to develop ML.