Las redes conceptuales como instrumento para evaluar el nivel de aprendizaje conceptual de los alumnos. Un ejemplo para el tema de dinámica
Since the first articles concerning Concept Mapping many more have been reported looking for instruments to evaluate the level of student’s meaningful learning.
In the present work we show that the construction of nuclear sentences for Concept Nets (Galagovsky, 1993a, b, 1996; Galagovsky and Ciliberti, 1994) demands high level of semantic analysis, which seems to help in inducing conceptual change. Results suggest that this type of class experience may help teachers to get complementary information about his/her student’s meaningful learning level.