Concept maps in Science Teaching: stagnant or growth?
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n3p198Keywords:
Mapas conceituais, Aprendizagem significativa, Ensino, Construtivismo, AvaliaçãoAbstract
The historical origins of concept maps are in Science Education. In 1972, Joseph Novak created this knowledge representation technique to identify conceptual changes in topics in Biology. After 50 years, concept maps are approaching maturity at a time of enormous social transformations caused by the Covid-19 pandemic that impact Education. The authors take advantage of the celebration of the 50th anniversary of concept maps to reflect on the stagnation or growth of research on concept maps, considering the specific production in Science Education. This paper aims to reflect on the current moment of research on concept maps from the analysis of academic literature and a historical perspective of the development and application of concept maps. The perspectives on the horizon suggest that growth is more likely than stagnation if two conditions are fulfilled by researchers and professors: (1) the expansion of theoretical perspectives that inform the use of concept maps and (2) the adoption of a new set of values that emphasize educational praxis as a process, avoiding the focus on the product that characterizes a final point in the learning process.References
Aguiar, J. G., & Correia, P. R. M. (2013). Como fazer bons mapas conceituais? Estabelecendo parâmetros de referências e propondo atividades de treinamento. Revista Brasileira de Pesquisa em Educação em Ciências, 13(2), 41-58. Recuperado de https://periodicos.ufmg.br/index.php/rbpec/article/view/4265
Aguiar, J. G., & Correia, P. R. M. (2016). Using concept maps as instructional material to foster understanding of atomic model and matter-energy interaction. Chemistry Education, Research and Practice, 17(4), 756-765. Recuperado de https://pubs.rsc.org/en/content/articlelanding/2016/rp/c6rp00069j
Aguiar, J. G., & Correia, P. R. M. (2017). From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping. Knowledge Management & E-Learning, 9(3), 366-379. https://doi.org/10.34105/j.kmel.2017.09.022
Aguiar, J. G., & Correia, P. R. M. (2019). Um novo olhar sobre a vida acadêmica: estudo de caso sobre as concepções de docentes. Educação e Pesquisa, 45, e193301, 1-30. https://doi.org/10.1590/S1678-4634201945193301
Aguiar, J. G., Thumser, A. E., Bailey, S. G., Trinder, S. L., Bailey, I., Evans, D. L… Kinchin, I. M. (2019). Scaffolding a collaborative process through concept mapping: a case study on faculty development. PSU Research Review, 3(2), 85-100. http://dx.doi.org/10.1108/PRR-10-2018-0030
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York, United States of America: Grune & Stratton.
Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. Dordrecht: Kluwer Academic Publishers.
Becker, F. (1994). Modelos pedagógicos e modelos epistemológicos. Educação e Realidade, 19(1), 89-96. Recuperado de https://seer.ufrgs.br/index.php/educacaoerealidade/issue/view/3052/318
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Gómez, G… Carvajal, R. (2004). CmapTools: A knowledge modeling and sharing environment. In Proceedings of the First International Conference on Concept Mapping. Pamplona, Espanha. Recuperado de http://cmc.ihmc.us/Papers/cmc2004-283.pdf
Cardinali, S. M. M., Dickman, A. G., & Ferreira, A. C. (2019). Mapa conceitual em relevo: recurso didático para deficientes visuais no estudo da célula. Caminhos da Educação Matemática em Revista, 9(4), 165-183. Recuperado de https://aplicacoes.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/521
Chevron, M.-P. (2014). A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps. Perspectives in Science, 2(1-4), 46-54. https://doi.org/10.1016/j.pisc.2014.07.001
Cordeiro, G. B., Aguiar, P. L.; Cicuto, C. A. T., & Correia, P. R. M. (2012). Making interdisciplinarity visible using concept mapping. In Proceedings of the Fifth International Conference on Concept mapping. Valletta, Malta. Recuperado de http://cmc.ihmc.us/cmc2012papers/cmc2012-p108.pdf
Correia, P. R. M., & Aguiar, J. G. (2014). Concept mapping informed by Cognitive Load Theory: implications for tasks involving learner-generated Cmaps. In Proceedings of the Sixth International Conference on Concept Mapping. Santos, SP. Recuperado de http://cmc.ihmc.us/cmc2014Papers/cmc2014-p150.pdf
Correia, P. R. M., & Aguiar J. G. (2021). Editorial: teoria, prática e uma lacuna que nos desafia. Currículo e Docência, 9(4), 1-4. Recuperado de https://periodicos.ufpe.br/revistas/CD/article/view/252911
Correia, P. R. M., Cordeiro, G. B., Cicuto, C. A. T., & Junqueira, P. G. (2014). Nova abordagem para identificar conexões disciplinares usando mapas conceituais: em busca da interdisciplinaridade no Ensino Superior. Ciência e Educação, 20(2), 467-479. https://doi.org/10.1590/1516-73132014000200013
Correia, P. R. M., Nascimento, T. S., Ballego, R. S., Soares, M., & Moon, B. (2020). Como fazer avaliação diagnóstica dos alunos usando mapas conceituais com erros. Organicom, 17(32), 118-130. https://doi.org/10.11606/issn.2238-2593.organicom.17.170935
Correia, P. R. M., Silva, K. S., & Aguiar J. G. (2019). Editorial: Mapas conceituais no Ensino de Ciências e Matemática: onde estamos e para onde vamos. Caminhos da Educação Matemática em Revista, 9(4), i-iv. Recuperado de https://aplicacoes.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/512
Correia, P. R. M., Silva, K. S., & Aguiar J. G. (2020). Editorial: Uma rede nacional de pesquisadores sobre mapas conceituais em franca consolidação. Caminhos da Educação Matemática em Revista, 10(1), i-iv. Recuperado de https://aplicacoes.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/559
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education, 62(3), 279-301. https://doi.org/10.1007/s10734-010-9387-6
De Paulo, I. J. C. (2018). Marco Antônio Moreira: o professor, o investigador, o ser humano. Revista do Professor de Física, 2(3), 76-79. https://doi.org/10.26512/rpf.v2i3.19958
Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12(2), 213-232. https://doi.org/10.1016/S0959-4752(01)00005-6
Frisendal, T. (2012). Design Thinking Business Analysis: Business Concept Mapping Applied. Berlim: Springer-Verlag.
Good, R. G. (1990). Editor’s note. Journal of Research in Science Teaching, 27(10), 921-921. https://doi.org/10.1002/tea.3660271001
Gowin, D. B. (1981). Educating. New York: Cornell University Press.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993), An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111. https://doi.org/10.1002/sce.3730770107
Kinchin, I. M. (2015). Editorial: Novakian concept mapping in university and professional education. Knowledge Management & E-Learning, 7(1), 1-5. https://doi.org/10.34105/j.kmel.2015.07.001
Kinchin, I. M. (2016). Visualizing powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.
Kinchin, I. M., & Gravett, K. (2022) Dominant discourses in higher education: Critical perspectives, cartographies and practice. London: Bloomsbury.
Lin, C.-P., Wong, L.-H., & Shao, Y.-J. (2012). Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping. Journal of Computer Assisted Learning, 28(2), 99-113. https://doi.org/10.1111/j.1365-2729.2011.00421.x
Luckesi, C. C. (1995). Avaliação da aprendizagem escolar: estudos e proposições. São Paulo: Cortez.
Machado, C. T., & Carvalho, A. A. (2019). Os efeitos dos mapas conceituais na aprendizagem dos estudantes universitários. ETD - Educação Temática Digital, 21(1), 259-277. https://doi.org/10.20396/etd.v21i1.8652010
Mayer, R. E. (2009). Multimedia Learning (2a ed.). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Medeiros, J. O., Ribeiro, R. C., & Sousa, M. N. A. (2020). Mapa conceitual como ferramenta de aprendizagem: revisão integrativa da literatura. SANARE - Revista de Políticas Públicas, 19(2), 69-76. https://doi.org/10.36925/sanare.v19i2.1477
Mendonça, C. A. S., & Moreira, M. A. (2012). Uma revisão da literatura sobre trabalhos com mapas conceituais no ensino de ciência do pré-escolar às séries iniciais do ensino fundamental. Revista Práxis, 4(7), 11-35. Recuperado de http://hdl.handle.net/10183/141154
Moon, B., Hoffman, R., Novak, J., & Cañas, A. (2011). Applied concept mapping: capturing, analyzing, and organizing knowledge. New York: CRC Press.
Moon, B., & Rizvi, S. (2018). Sero!: a learning assessment platform for adult learning environments. In Proceedings of the AHFE 2017. Berlim. Recuperado de https://adlnet.gov/publications/2018/01/sero-a-learning-assessment-platform-for-adult-learning-environments/
Moreira, M. A. (1977). An ausubelian approach to physics instruction: an experiment in an introductory college course in electromagnetism. (Doctoral dissertation). Cornell University. Cornell, United States of America. Recuperado de http://hdl.handle.net/ 10183/149955
Moreira, M. A. (1979). Concept maps as tools for teaching. Journal of College Science Teaching, 8(5), 283-286.
Moreira, M. A. (1980). Mapas conceituais como instrumentos para promover a diferenciação conceitual progressiva e a reconciliação integrativa. Ciência e Cultura, 32(4), 474-479.
Moreira, M. A. (2005). Aprendizagem significativa crítica. Porto Alegre: Instituto de Física da UFRGS.
Moreira, M. A. (2010). Mapas conceituais e aprendizagem significativa. São Paulo: Centauro.
Moreira, M. A. (2011). Teoria da educação de Novak e o modelo de ensino aprendizagem de Gowin. In M. A. Moreira. Teorias de Aprendizagem (pp. 167-179). Porto Alegre: EPU.
Moreira, M. A., & Buchweitz, B. (1987). Mapas conceituais: instrumentos didáticos, de avaliação e de análise do currículo. São Paulo: Moraes.
Moreira, M. A., & Buchweitz, B. (1993). Novas estratégias de ensino e aprendizagem: os mapas conceituais e o Vê epistemológico. Lisboa: Plátano Edições Técnicas.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76(3), 413-448. https://doi.org/10.3102/00346543076003413
Novak, J. D. (1977). A theory of education. Ithaca: Cornell University Press.
Novak, J.D. (1980). Uma teoria de educação. São Paulo: Pioneira.
Novak, J. D. (1990a). Concept mapping: a useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949. https://doi.org/10.1002/tea.3660271003
Novak, J. D. (1990b). Concept maps and Vee diagrams: two metacognitive tools for science and mathematics education. Instructional Science, 19(1), 29-52. https://doi.org/10.1007/BF00377984
Novak, J. D. (1998). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations (1a ed.). Londres: Routledge.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. https://doi.org/10.1002/sce.10032
Novak, J. D. (2010). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations (2a ed.). Londres: Routledge.
Novak, J. D. (2018). A search to create a science of education: the life of an Ivy League professor, business consultant, and research scientist. Pensacola: IHMC. Recuperado de https://www.ihmc.us/files/JNovak-ASearchToCreateAScienceOfEducation.pdf
Novak, J. D., & Cañas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5(3), 175-184. https://doi.org/10.1057/palgrave.ivs.9500126
Novak, J. D., & Cañas, A. J. (2007). Theoretical origins of concept maps, how to construct them and uses in education. Reflecting Education, 3(1), 29-42. Recuperado de https://www.informationtamers.com/PDF/Theoretical_origins_of_concept_maps,_how_to_construct_them,_and_uses_in_education.pdf
Novak, J. D., & Cañas, A. J. (2010a). A teoria subjacente aos mapas conceituais e como elaborá-los e usá-los. Práxis Educativa, 5(1), 9-29. https://doi.org/10.5212/PraxEduc.v.5i1.009029
Novak, J. D., & Cañas, A. J. (2010b). The universality and ubiquitousness of concept maps. In Proceedings of the Fourth International Conference on Concept Mapping. Viña del Mar, Chile. Recuperado de http://cmc.ihmc.us/cmc2010Papers/cmc2010-p1.pdf
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.
Novak, J. D., & Gowin, D. B. (1996). Aprender a aprender. Lisboa: Plátano Edições Técnicas.
Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153. https://doi.org/10.3102/00028312028001117
Nóvoa, A., & Alvim, Y. (2020). Nothing is new, but everything has changed: a viewpoint. Prospects, 43(1-2), 35-41. https://doi.org/10.1007/s11125-020-09487-w
Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429-434. https://doi.org/10.1037/0022-0663.84.4.429
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1-2), 1-8. https://doi.org/10.1023/B:TRUC.0000021806.17516.d0
Palmer, J., Boon, R. T., & Spencer, V. G. (2014). Effects of concept mapping instruction on the vocabulary acquisition skills of seventh-graders with mild disabilities: a replication study. Reading & Writing Quarterly, 30(2), 165-182. https://doi.org/10.1080/10573569.2013.818890
Pioker-Hara, F. C., & Imbernon, R. A. L. (2020). Mapas conceituais na pós-graduação: possibilidades para a integração de conceitos complexos em uma perspectiva interdisciplinar. Caminhos da Educação Matemática em Revista, 10(1), 160-174. Recuperado de https://aplicacoes.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/568
Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York: Dell Publishing Co.
Reynolds, S. B., & Dansereau, D. (1990). The knowledge hypermap: an alternative to hypertext. Computers and Education, 14(5), 409-416. https://doi.org/10.1016/0360-1315(90)90034-5
Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<569::AID-TEA1>3.0.CO;2-M
Santos Neto, J. F., & Correia, P. R. M. (2019). Curso online para treinamento e certificação na técnica de mapeamento conceitual. Caminhos da Educação Matemática em Revista, 9(4), 127-142. Recuperado de https://aplicacoes.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/issue/view/45
Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: a meta-analysis. Educational Psychology Review, 30(2), 431-455. https://doi.org/10.1007/s10648-017-9403-9
Silva, T. T. (1999). Documentos de identidade: uma introdução às teorias do currículo. Belo Horizonte: Autêntica.
Starr, M. L., & Krajcik, J. S. (1990). Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27(10), 987-1000. https://doi.org/10.1002/tea.3660271007
Stevenson, M. P., Hartmeyer, R., & Bentsen P. (2017). Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education. Educational Research Review, 21, 1-16. https://doi.org/10.1016/j.edurev.2017.02.002
Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. New York: Springer. https://doi.org/10.1007/978-1-4419-8126-4
Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: concepts and assessment. Learning and Instruction, 17(4), 416-426. https://doi.org/10.1016/j.learninstruc.2007.03.007
Xavier, A. C. D., Silva, E. S., & Sousa, Y. K. (2021). O mapa conceitual para desenvolvimento da autorregulação da aprendizagem de pós-graduandos. Currículo e Docência, 3(2), 111-133. Recuperado de https://periodicos.ufpe.br/revistas/CD/article/view/250062
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Paulo Rogério Miranda Correia, Joana Guilares de Aguiar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
