Concept Maps in Teaching of Biochemistry, an Integration between Scientific Concepts

• Main Authors: Denise Braga Schimidt, Lorraine Herdy Heggendornn, Helena de Souza Pereira, Valéria Vieira, Fábio Aguiar-Alves
• Format: Article
• Language: Portuguese
• Published: Sociedade Brasileira de Bioquímica e Biologia Molecular, SBBq 2014-10-01
• Series: Journal of Biochemistry Education
• Subjects: Metodologias de ensino; Ensino de Bioquímica; Mapas conceituais
• Online Access: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/315

The contents of Biochemistry discipline require previous scientific knowledge and it is often disconnected and fragmented, voiding a meaningful learning. This article describes an experience with the use of an alternative methodology to teach Biochemistry: Concept Maps. The procedural design was based on the use of subject questionnaires before and after reading the Concept Map developed from a subject studied in Biochemistry during the graduation program for the dental school of UFF (RJ, Brazil). Integration of Metabolism is consensus among teachers as a topic able to effectively correlate different concepts as it has been chosen to prepare the Map. The aim of this study was to show this teaching tool that might allow concepts’ integration. The results showed, after using the Map, a higher number of students getting right answers to all proposed questions, suggesting improvement in Significant Learning.