En este trabajo se presentan los resultados de un estudio sobre mapas mentales de la Ciudad de México en una muestra de residentes del Distrito Federal (DF), con objeto de dilucidar la manera en que la zona metropolitana es imaginada y vivida por sus residentes. Los mapas mentales fueron analizados cualitativa y cuantitativamente con base en la teoría de las representaciones sociales (Moscovici, 1961), a partir de la cual pueden concebirse como representaciones del espacio socialmente elaboradas. Se presenta además un marco conceptual y una metodología para el tratamiento de las imágenes espaciales. AbstractThis study presents the results of a study on mental maps of Mexico City in a sample of residents of the Federal District (DF), with the aim of determining how the metropolitan zone is imagined and experienced by its residents. The mental maps were analyzed qualitatively and quantitatively on the basis of the theory of social representations (Moscovici, 1961), from which they can be conceived as socially elaborated representations of space. The author also provides a conceptual framework and methodology for dealing with spatial images.

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This chapter presents the results of a qualitative study conducted by researchers from the Universidad del Norte (Barranquilla, Colombia) and the Universidad Autónoma Metropolitana de México with postgraduate students in education at a Colombian university on the use of drawings as a means of assessing meaningful learning. The combination of drawing and rubrics as means of assessment constitutes a promising tool for assessing meaningful learning, in terms of the potential of drawing to help make explicit and reflect on prior knowledge, and of rubrics as a means of feedback. The research confirms that the use of drawing at two moments—at the beginning and at the end of the course—allows for explicit information to contrast previous knowledge with the significant learning that the student constructs during a course.