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CONCEPT MAPS AS TOOLS FOR ASSESSING THE MERGE OF DISCIPLINARY KNOWLEDGE DURING CHEMISTRY CLASSES AT HIGH SCHOOL

Concept maps (Cmaps) were used as tools for checking the conceptual changes caused by a didactical activity implemented in a Brazilian high school. Its pedagogical aim was to break down the boundaries, which segregate the scientific knowledge into isolated disciplines. The students were intentionally provoked to merge concepts from Chemistry and Biology, in order to better understand and explain the biological consequences of the isomerism phenomenon. The Cmaps produced by the students before and after the proposed activities confirmed the appearance of relationships among chemical and biological concepts, which were be evaluated from the quantitative and qualitative points of view. Thus, this work concluded the Cmaps can be used to measure the students’ progress toward the interdisciplinarity (ID), and to help the teacher to devise future classroom activities to reinforce and to expand ID relationships.