| Full text | |
| Author(s): |
Camila Aparecida Tolentino Cicuto
[1]
;
Bárbara Chagas Mendes
[2]
;
Paulo Rogério Miranda Correia
[3]
Total Authors: 3
|
| Affiliation: | [1] Universidade de São Paulo. Programa de Pós-Graduação Interunidades em Ensino de Ciências - Brasil
[2] Colégio Eduardo Gomes - Brasil
[3] Universidade de São Paulo. Escola de Artes, Ciências e Humanidades - Brasil
Total Affiliations: 3
|
| Document type: | Journal article |
| Source: | Revista Brasileira de Ensino de Física; v. 35, n. 3, p. 1-8, 2013-09-00. |
| Abstract | |
This paper aims to propose a new way of using concept maps (Cmaps) to see how students articulate different instructional materials (IMs) selected by the teacher. This expands the possibility of using Cmaps as an assessment tool, usually restricted to students' learning. The proposed procedure asks students for including information about the origin of each of Cmap's concepts, based on the IMs selected for study. Cmaps (n = 88) about astronomy form the first set of empirical data that confirms the potential of this new approach. The results reveal a significant difference between the frequencies of propositions involving concepts from the same IM (25%) and propositions involving concepts from different IMs (75%). The integration between different IMs is valuable because it shows a more accurate understanding of the historical development of astronomy, as well as the impact that the discoveries about the universe had on society. The analysis of the relationship between IMs does not eliminate the necessity of the teacher to check and correct the misconceptions expressed in propositions made by students. Rather, our proposal adds to the traditional procedures for reading and evaluating the Cmaps for assessment purposes of learning. An advantage associated with the proposed procedure is the possibility of the teacher to evaluate your teaching plan, checking how students articulated the IMs. (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 |