Pesquisa e estudo dos processos de avaliação do ensino e aprendizagem em física

Abstract

The learning of Physics currently in high school faces comprehension difficulties among students due to the challenging nature of the subject. Based on this perspective, we conducted a theoretical study of the evaluation, teaching, and learning processes in physics, through the use of Mind Maps by students as a pedagogical didactic tool. The work carried out demonstrated the effectiveness of using Mind Maps for meaningful learning, highlighting their importance in making it easier to understand the abstract topics that the subject provides. Considering that the use of Mind Maps as an active methodology in the teaching of Physics allowed students to take co-authority of their learning. In this context, Mind Maps emerge as an effective methodology in the teaching of Physics, facilitating the understanding of the content taught in class, as well as allowing a clearer and more integrated visualization of the contents, enhancing their learning.