UTILIZATION OF CONCEPT MAPS FOR ASSESSING MEANINGFUL LEARNING IN INTERDISCIPLINARY ACTIVITIES IN INDUSTRIAL AUTOMATION INTEGRATED TECHNICAL COURSE

Abstract

This article presents the results of an investigation into the use of concept maps to assess meaningful learning in interdisciplinary activities with students from a Technical Course in Industrial Automation integrated into High School at a Federal Institute campus in the interior of Rio de Janeiro state. Based on David Ausubel's Theory of Meaningful Learning and using Joseph Novak's Concept Maps, this work adopted a qualitative approach with a pedagogical intervention through an Interdisciplinary Didactic Sequence. Concepts from Physics, Programmable Logic Controllers, Instrumentation, Process Control, and Pneumatic Commands were integrated, using the Flipped Classroom and practical activities on a Didactic Bench. The analysis of the concept maps, created by students before and after the intervention, revealed a significant increase of 32.56% in the quality of cross-links, indicating deep integrative reconciliations and improved assimilation of interdisciplinary concepts.