Concept maps as an active teaching methodology
A pedagogical innovation strategy
DOI:
https://doi.org/10.31416/rsdv.v11i3.526Keywords:
Conceptual mapping, Teaching strategy, Meaningful learningAbstract
This article aims to carry out a qualitative study on the theoretical characteristics found in the literature on the conceptual mapping technique and active teaching methodologies, to understand how concept maps can be used as a pedagogical innovation strategy. The theoretical basis is based on David Ausubel's theory of meaningful learning and Seymour Papert's constructionism. It is possible to state that the use of conceptual maps in the teaching-learning process corroborates with the theory of meaningful learning, as well as providing a better learning of school contents.
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