Abstract:

Investigative learning is the latest of several teaching models that were emerging in education since the beginning of the last century. These several models are different and each one of them tried to remedy the deficiencies of the prior one, based on different epistemological, psychological and educational foundations.

In the first part of this communication will be characterized, in a manner as synthetically as possible without breaking of clarity, the current investigative teaching, by comparison with the models that preceded it .One of the features of the investigative teaching is to use a methodological pluralism with the use of several strategies for teaching the same scientific subject, so as to allow a student to acquire multiple representations of the same scientific object or event.

The second part of this communication will focus on the use of one of many possible strategies to facilitate the meaningful learning in the investigative teaching. It is the use of two cognitive and metacognitive graphic organizers, in an investigative perspective and in a constructivist environment that will be characterized. Those tools are the knowledge Vee, of Gowin, and the concept map, of Novak (Novak & Gowin, 1984, Gowin, 1981, 2005 and Novak, 2010). The theoretical reflection performed on the investigative teaching, meaningful learning and the proper use of these two instruments will be illustrated with examples.

Keywords:

Teaching models, investigative teaching, meaningful learning, metacognition, knowledge Vee, of Gowin.