Abstract:

Conceptual maps are being introduced in different educational levels, demonstrating a great potential to improve the teaching-learning processes. From the formation of Secondary Education teachers, we want to contribute to the improvement of teaching quality by introducing resources for didactic innovation in the classroom. The use of conceptual maps in the classroom helps us to overcome learning difficulties related to the complexity of the subject we are going to discuss, and to show the contents in a more related and systemic way. In this case, such as the Carbon Cycle, complex elements and processes are combined, so it requires a great deal of abstraction for their understanding. We expect future high school students to understand the carbon cycle from a more inclusive perspective by incorporating geological, biological, physical and chemical aspects and to assess the global disturbance that the carbon cycle is experiencing in the present and future consequences. The proposal is based on a constructive and reflective approach to scientific education and teacher training, which tries to encourage critical thoughts, team work, social interaction in the classroom and collective debate, as necessary conditions for the transfer and construction of ideas about the complexity of the teaching profession.

Keywords:

Didactic innovation, conceptual maps, teacher training, carbon cycle, tic resources, integrated knowledge.