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

• León Albert, Gerardo ^[1] ; Angosto, J.M. ^[1] ; Miguel, B. ^[1] ; Fernández-López, J.A. ^[1]
  1. [1] Universidad Politécnica de Cartagena

     Universidad Politécnica de Cartagena

     Cartagena, España

     
• Localización: Modelling in Science Education and Learning, ISSN-e 1988-3145, Vol. 13, Nº. 1, 2020, págs. 45-52
• Idioma: español
• DOI: 10.4995/msel.2020.12404
• Títulos paralelos:
  • Conceptual maps as an instrument of continuous evaluation in the Organic Chemistry course of the First Year of Engineering
• Enlaces
  • Texto completo
• Resumen
  • español

    El aprendizaje de un contenido científico requiere tanto el conocimiento de los diferentes conceptos que éste incluye como la adecuada relación entre los mismos. Se hace pues necesaria la búsqueda de metodologías didácticas que favorezcan esa construcción de relaciones y significados. Los mapas de conceptos suponen una técnica sencilla que permite visualizar la estructura de conceptos, y de sus relaciones, que poseen los alumnos en una parcela determinada de conocimiento. Pueden ser, por tanto, un instrumento eficaz para valorar su evolución a lo largo de dicho proceso. En este trabajo se analiza la utilización de los mapas de conceptos como recurso didáctico para la evaluación continua  en el proceso de enseñanza-aprendizaje de la Química Orgánica del primer curso del Grado en Ingeniería Química Industrial de la Universidad Politécnica de Cartagena.

  • English

    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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