| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Universidade de São Paulo. Escola de Artes, Ciências e Humanidades - Brasil
[2] Universidade de São Paulo. Programa de Pós-graduação Interunidades em Ensino de Ciências - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Ciência e Educação; v. 23, n. 1, p. 71-90, 2017-03-00. |
| Abstract | |
Abstract: Concept maps (Cmaps) are graphic organizers that represent knowledge and foster meaningful learning. The proper use of the technique in the classroom depends on training students. This study aimed to assess and track students' proficiency from the structural analysis of the Cmap propositional network. We proposed the use of Structural Analysis of 434 Cmaps collected during the Natural Science Course (NSC) at the School of Arts, Sciences and Humanities during 1st, 5th and 15th classes. Statistical univariate and multivariate data analysis let us infer that the propositional density and the quantity of initial and final multiple concepts are both useful parameters to assess the students' proficiency in the mapping technique, which was established throughout training, and Cmap elaboration tasks during the fifteen classes. (AU) | |
| FAPESP's process: | 12/22693-5 - Evaluation of the disorientation caused by concept maps used as organizers of instructional materials |
| Grantee: | Paulo Rogerio Miranda Correia |
| Support Opportunities: | Regular Research Grants |