Abstract:

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. The main ideas of them are the following:
• The need to know the previous ideas of the subjects, before beginning new learning, ie the need to reveal the structure of meanings that individuals possess, with the aim of establishing learning interrelated rather than isolated and arbitrary.
• To the extent that the new knowledge is meaningfully acquired, the pre-existing concepts undergo a progressive differentiation.
• To the extent that the meanings of two or more concepts are related in a new and meaningful way, an integrative reconciliation occurs
In this paper we try to review tentatively the various uses given to the concept maps in the field of Chemistry 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 the Chemistry 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.
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Keywords:

Chemistry, concept maps, meaningful learning, Cmaptools.