Mapas Conceituais e a Elaboração de Conhecimento Científico na História da Ciência: algumas aproximações teóricas

Abstract

Resumo Este artigo tem por objetivo apresentar aproximações teóricas entre características da técnica de mapeamento conceitual e aspectos da elaboração de conhecimento científico na História da Ciência. Tais aproximações foram exemplificadas por intermédio da construção e análise de um mapa conceitual sobre como, historicamente, o conhecimento foi desenvolvido de forma a resultar na Lei da Inércia. Como conclusão, aspectos estruturais dos mapas conceituais (proposições, estrutura bidimensional, ligações cruzadas, etc.) foram relacionados à provisoriedade do conhecimento científico, à não linearidade e à influência do contexto histórico e social na construção do conhecimento, entre outros aspectos, compatíveis com uma concepção de ciência como empreendimento humano. Tais relações são apresentadas em um quadro síntese, que pode subsidiar professores e pesquisadores da área de Ensino de Ciências a implementar ações educativas que adotem mapas conceituais em contextos em que a História da Ciência seja utilizada.

Hierarchical Organization in Concept Maps as a path to explain the Elaboration of Knowledge in the History of Science

“…This way, it is an element of CM that allows us to present hierarchically how more general knowledge elaborated by science is specified from agreements or disagreements between different comprehensions developed by humankind along HS (Maximo-Pereira et al, 2021). This understanding of the role of hierarchical organization in a CM on HS is compatible with a view of science as a human construction, in permanent change, being developed based on consensus and dissent within the scientific community.…”

“…The authors aforementioned used CM to illustrate the process of concept change in scientific revolutions. More recently, Maximo-Pereira et al (2021) identified the proximity between the concept mapping technique and the elaboration of science knowledge in HS, pointing out that the CM may be used to represent the historical elaboration dynamic of concepts, laws, and science principles.…”

Rehabilitation: collective construction of a concept in a focus group

“…Subsequently, a conceptual map of the knowledge on the subject was created, which was used as a methodological tool and didactic strategy to problematise and synthesise epistemological and scientific thoughts. 13 The second meeting also had exclusively 13 participants, and involved the following activities: 3) associations around the propositional focal question; 4) discussion of concepts and propositions; The third meeting was for 5) synthesis and validation of ideas for cognitive and collective conceptualisation. For the synthesis, the participants were invited to provide statements that they considered adequate and meaningful to the concept of rehabilitation.…”

Percepção e sugestão do uso de mapas conceituais em equações diferenciais ordinárias

“…The results, with this structure, emphasized the students' sensory memory and exposed new evaluative alternatives in school contexts, such as true or false or multiple-choice tests, game of the seven errors, subjective questions, etc. Regarding data collection, Maximo-Pereira, Souza and Lourenço (2021) gathered their results by means of a summary table, emphasizing the objective of the work, to weave the technical characteristics of concept mapping with concepts from the History of Science, and showing that this didactic resource is a useful tool for educational actions that use concept maps in the area of science teaching.…”