Los mapas conceptuales como instrumento de evaluación continua en la asignatura Química Orgánica de Primer Curso de Ingeniería

  1. León Albert, Gerardo 1
  2. Angosto, J.M. 1
  3. Miguel, B. 1
  4. Fernández-López, J.A. 1
  1. 1 Universidad Politécnica de Cartagena
    info

    Universidad Politécnica de Cartagena

    Cartagena, España

    ROR https://ror.org/02k5kx966

Revue:
Modelling in Science Education and Learning

ISSN: 1988-3145

Année de publication: 2020

Volumen: 13

Número: 1

Pages: 45-52

Type: Article

DOI: 10.4995/MSEL.2020.12404 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Modelling in Science Education and Learning

Objectifs de Développement Durable

Résumé

The learning of a scientific content requires both the knowledge of the different concepts it includes and the proper relationship between them. It is therefore necessary to search for didactic methodologies that favour this construction of relationships and meanings. The concept maps suppose a simple technique that allows to visualize the structure of concepts, and of their relations, that the students possess in a determined plot of knowledge. They can be, therefore, an effective instrument to assess their evolution throughout this process. This paper analyzes the use of concept maps as a didactic resource for continuous assessment in the teaching-learning process of Organic Chemistry at the first year of the Degree in Industrial Chemical Engineering of the Polytechnic University of Cartagena.

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