摘要：This article presents and discusses the results obtained from a university extension workshop offered at the VII SIEPE – International Salon of Teaching, Research and Extension, promoted by the Federal University of Pampa – UNIPAMPA. This workshop was called Production of Conceptual Maps from Open Subjects in Environmental Chemistry , whose objective was to use Conceptual Maps (CM) as a contributory strategy to pedagogical praxis. To that end, theoretical and methodological foundations regarding CM and its theoretical framework of beaconing, the Significant Learning Theory of David Ausubel, which aims to explain how knowledge is produced and stored in the cognitive structure of the individual. Were discussed, followed by the joint elaboration of emerging CM from the reading of articles in Environmental Chemistry. The data collected – questionnaire responses and systematizations products – were analyzed using the Discursive Textual Analysis and Likert Scale technique. Finally, the pertinence of this activity was verified as to its broad potential of contribution to the processes of teaching and learning, in view of the target audience and its systematization products.
其他摘要：This article presents and discusses the results obtained from a university extension workshop offered at the VII SIEPE – International Salon of Teaching, Research and Extension, promoted by the Federal University of Pampa – UNIPAMPA. This workshop was called Production of Conceptual Maps from Open Subjects in Environmental Chemistry , whose objective was to use Conceptual Maps (CM) as a contributory strategy to pedagogical praxis. To that end, theoretical and methodological foundations regarding CM and its theoretical framework of beaconing, the Significant Learning Theory of David Ausubel, which aims to explain how knowledge is produced and stored in the cognitive structure of the individual. Were discussed, followed by the joint elaboration of emerging CM from the reading of articles in Environmental Chemistry. The data collected – questionnaire responses and systematizations products – were analyzed using the Discursive Textual Analysis and Likert Scale technique. Finally, the pertinence of this activity was verified as to its broad potential of contribution to the processes of teaching and learning, in view of the target audience and its systematization products.
