Students’ Perceptions of a Complementary Pedagogical Tool Based on Significant Learning Theory

Abstract

Concept maps originate from the Theory of Meaningful Learning, according to which knowledge acquisition occurs when learners are able to connect pre‑existing cognitive structures with new concepts. This study analyzed the impact of concept maps as a pedagogical tool on the learning outcomes of 161 students enrolled in Human Anatomy courses within the Physical Therapy and Occupational Therapy programs at the Federal University of Minas Gerais, as part of a teaching project conducted in 2022. Students received instructional presentations on the use of CmapTools software and the virtual learning environment. A total of 2,585 concept maps were submitted to a Moodle meta‑class for evaluation by project monitors. At the end of the semester, a questionnaire was administered to assess students’ perceptions regarding the use of concept maps. Results indicated that 55% of students were unfamiliar with concept maps prior to the intervention, and 52% would recommend concept maps to peers, perceiving them as an innovative and effective study tool that facilitates technology integration. Additionally, 48% of participants reported difficulties in map construction, while 72% agreed that creating concept maps helped identify concepts requiring further review. Based on these findings, it is concluded that the use of concept maps supported the construction of both theoretical and practical knowledge in Human Anatomy.