Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

  1. Alba Guiral 1
  2. Manoli Pifarré 2
  1. 1 Generalitat de Catalunya, España
  2. 2 Universitat de Lleida, España
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2023

Título del ejemplar: Evidencias de aprendizaje en prácticas educativas mediadas por tecnologías digitales

Volumen: 26

Número: 2

Páginas: 89-109

Tipo: Artículo

DOI: 10.5944/RIED.26.2.36067 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Objetivos de desarrollo sostenible

Resumen

La tecnología interactiva ofrece nuevas oportunidades para el diseño de espacios de aprendizaje dialógico y ayudas al aprendizaje con el uso de iconos visuales. Estos entornos virtuales pueden facilitar la construcción de mapas cognitivos visuales abiertos, que posibilitan la representación externa del conocimiento científico y a su vez pueden favorecer la resolución significativa de retos socio-científicos. En este contexto, en la presente investigación se pretende estudiar el impacto de los mapas cognitivos sobre: a) el aprendizaje significativo de conceptos científicos y b) la representación compleja de conceptos científicos en la formación del profesorado. Se ha diseñado un caso de estudio con análisis multimétodo. Se analizan 47 mapas cognitivos de estudiantes de educación, ambos cuantitativa y cualitativamente, y antes y después de su participación en una experiencia educativa que promueve la construcción colaborativa de mapas cognitivos digitales para resolver un reto socio-científico. Los resultados muestran que la experiencia educativa globalmente y, concretamente, las ayudas visuales al aprendizaje de las ciencias por indagación incluidas en el entorno tecnológico tienen un impacto positivo en el aprendizaje de conocimientos científicos y habilidades de indagación. Además, los resultados también indican que la experiencia enriquece las estrategias de representación del alumnado con respecto al conocimiento científico complejo y la construcción de mapas cognitivos con arquitectura de red incrementa después de participar en la experiencia educativa. Finalmente, se discuten las implicaciones educativas sobre el uso de la tecnología interactiva y los mapas cognitivos para promover el aprendizaje significativo de contenidos científicos en la formación inicial de profesorado.

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Fuente de los datos: Dialnet