CONCEPT MAPPING IN THE STUDY OF PHYSICAL CONCEPTS WITH TEACHER STUDENTS OF PRIMARY EDUCATION (APPLICATION TO BUOYANCY)

Since the appearance of the first concept maps in teaching scientific literature by Novak and Gowin, they have been extensively used as a schematic resource representing a set of conceptual meanings included in a hierarchical structure of propositions and mainly based on a series of theoretical principles of the meaningful learning theory.
In this paper we try to review tentatively the various uses given to the concept maps in the field of Physics Teaching / Learning and in the different educational levels, from the design and presentation of didactic units up to as a methodology of evaluation through collaborative work among peers. Similarly, we will analyze the various modalities and possibilities raised according to the part of Physics studied and the level of the course. Also, we refer to the CmapTools free software as an appropriate and easy tool for making concept maps. We implement also the use of the CmapTools software (free software developed by the Institute for human and machine cognition (IHMC) in order to help to construct concept maps in any field of knowledge). The topic chosen for it has been “Buoyancy and Archimedes Principle” because this topic is considered as crucial and basic in the field of Science Education for the understanding and assimilation of many other concepts as much in physics as in biology or earth science. Concept maps have proved to be an appropriate means of representing and organising knowledge in a graphical way, and its use can help the students to construct meaningful learning in a effectively way. Although students need time to be familiar with it, the use of this tool achieves to accelerate and make more interesting and playful the process. In this work we show the process of elaboration of the concept maps of the inclusive concepts: buoyancy, density, mass, volume, weight, buoyancy force. This useful tool can be implemented in any country at any level of the Physics Education because the facilities offered include the possibility of sharing the maps previously developed.