Using conceptual maps in physics classes

• Author(s): Valadares, Jorge ; Fonseca, F. ; Soares, Maria Teresa Monteiro
• Date: 2004
• Persistent ID: http://hdl.handle.net/10400.2/1331
• Origin: Repositório Aberto da Universidade Aberta
• Subject(s): Ensino da física; Física; Mapas conceptuais
• Document Type: Conference object
• Language: English
• Contributor(s): Repositório Aberto

Description

Concept Maps: Theory, Methodology, Technology Proc. of the First Int. Conference on Concept Mapping A. J. Cañas, J. D. Novak, F. M. González, Eds. Pamplona, Spain 2004

This Poster follows, on the one hand, from the long-term use of concept maps in classes by one of the authors, and her reflection upon this use; it follows, on the other hand, from the fact that the declared theme is an important subject in the research being carried out by the other two authors. We begin with a necessarily-brief introduction to meaningful learning and its mechanisms, following Ausubel’s and Novak’s meaningful learning theory; we then refer generically to the concept maps, showing how we have both introduced them to pupils and used them in classrooms, and we conclude by presenting two examples (from the many that we could present) to illustrate not only the use that we have made of them, but also their usefulness. Basically, we will present some ideas that we have elaborated and discussed, and which are applicable in what concerns concept maps, and consequently submit them to discussion with the teachers and researchers present in this meeting.