O uso de mapas conceituais na avaliação: um estudo da viabilidade de utilização em um curso de física de ensino médio

Abstract

The aim of this paper was to analyze the application viability of concept maps in a High School Physics Course. Some high school students that attend to a certain private school in Belo Horizonte had taken a fifty-minute-concept map training and then they were supposed to take two tests every other month. These tests implied that they had to figure out a concept map from a list of ten Physics conceptions related to subjects learned by them. Those maps that were figured out by the students were corrected through three different criterions of grading. We analyzed the relation among these three criterions and them. And also, some of the scores gotten in a multiple-choice test in order to have proofs about these criterions validity. This analysis allowed us to define the most viable criterion to be applied in the classroom environment. Finally, we evaluated the reliability of those scores gotten from the most viable one through a correlation between students´scores in both tests and the concept maps. Results found pointed out that concept maps represent a viable alternative that should be used in order to evaluate students´ knowledge organization in classroom situations. It was utterly clarified from the students training to the correction of maps. Moreover, its necessary implementation resources were more compatible and simpler than those ones used in traditional tests.