Abstract:

The conceptual maps allow representing graphically the existing relationships between ideas, associations, and hierarchies. They have been used in recent years in learning all areas of knowledge and educational levels in academic and non-academic environments. Due to the fact that they facilitate reading, they favor memorization and metacognition; they also describe the aspects that compose a whole. In Physics’ learning, they have been used to identify previous knowledge, to evaluate the acquired learning, to summarize texts, but its use has been little exploited in the accompaniment to the solution of Physics problem. This work presents an educational strategy that allows guiding the student during the realization of problems through the use of conceptual maps and infographics, which can be applied in university students and other educational levels, using as a reference the Taxonomy of Introductory Physics Problems (TIPP).

Keywords:

Conceptual maps, problem-solving, physics education, Taxonomy or Introductory Physics Problems (TIPP).