Meaningful learning theory, cognitive theory of multimedia learning, learning, science teaching.In this work we analyze how and where extension student of the eighth series of the basic education of two public schools of the city São Carlos, conceptual maps from theoretical and experimental lessons elaborate, based in the theory of the Significant Learning, having as study subject the material clay. Teoria de aprendizagem significativa teoria cognitiva de aprendizagem multimídia aprendizagem, ensino das ciências. The results showed that the alternative views of the students are similar to others already presented in the literature of the field of chemical education and that the development of the PMTU, together with the strategy of contextualizing with the theme ‘water’ and the use of concept maps, not only motivated the students in class, but also enabled the learning of chemical concepts in a comprehensive way, correlating their ideas and experiences with the scientific knowledge. To support the PMTU, four brochures that addressed the content of the chemical solutions were prepared, contextualizing with the theme ‘water’. Later a sequence of activities based on the students’ ideas was developed and used. At first, an initial questionnaire was used to identify previous ideas of the students regarding the selected theme and the concept of chemical solutions. Through it, it was possible to discuss a relevant topic to the students in order to address chemical contents. The unit was employed in a 35-student class of the 2nd year of secondary education, from a public school of a metropolitan region of Natal/RN. In this paper, it is introduced a potentially meaningful teaching unit (PMTU) based on the meaningful learning theory, addressing the theme ‘water’ and the use of concept maps. The use of the theme ‘water’ as previous knowledge in order to address chemical concepts has proven to be important when it comes to providing meaning to teaching contents in chemistry. Embora a Teoria Cognitiva de Aprendizagem Multimídia e a Teoria de Aprendizagem Significativa representem dois robustos referenciais teóricos-pedagógicos com potencial para superar as limitações de ensino de ciências na atualidade, na opinião dos autores deste trabalho, a TCAM não incorpora elementos suficientes da TAS, gerando inconsistências teórico-pedagógicas e, portanto, posturas antagônicas entre as duas teorias. Os focos de interesse e categorias de análises desta análise crítica e reflexiva, foram definidos a priori pelos autores, tais como: conceptualização de aprendizagem, mecanismos para alcançar a aprendizagem e materiais didáticos para facilitar a aprendizagem. Assim, desenvolvemos uma análise teórico-reflexiva dos elementos da TCAM que forneça evidências de seu nível de correspondência com a TAS. Nesta pesquisa de natureza documental, questionamos em que medida a Teoria Cognitiva de Aprendizagem Multimídia (TCAM) de Mayer (2009) poderia incorporar os elementos da Teoria de Aprendizagem Significativa (TAS) na visão de Ausubel, Novak, Gowin e Moreira. Ivana Elena Camejo Aviles Eduardo Galembeck
What is learning? How does it happen? How can it be facilitated? A version from the theories of meaningful learning of David Ausubel and Multimedia Learning of Richard Mayer
QUE É APRENDIZAGEM? COMO ELA ACONTECE? COMO FACILITÁ-LA?UM OLHAR DAS TEORIAS DE APRENDIZAGEM SIGNIFICATIVA DE DAVID AUSUBEL E APRENDIZAGEM MULTIMÍDIA DE RICHARD MAYER
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