Presented at VIña del Mar, Chile to the fourth CMC, October 2010

1. 4th
International Conference on Concept Mapping
October 5th
2010 Viña del Mar, Chile alfredo.tifi@gmail.com
https://docs.google.com/present/view?id=dwswtx3_558wb57zbhm

2. ...These experiments have left me the
certainty that it is quite impossible to
explain the meaning of a word ...with
other words …. or with concept
maps...

3. “…to acquire concepts and new
words rising from the general sense
of the speech”

4. …through which concepts could be acquired.
“When he has heard or read an unknown word in a
otherwise comprehensible sentence, he begins to
have a hazy idea of the new concept; sooner or later
he will … feel the need to use that word – and once
he has used it, the word and the concept are his…”

5. in Vygotsky’s study on the nature of development of
scientific concepts and its influence on/by
spontaneous concepts, may
●Influence favorably the development of concepts
that have been formed by the student himself
●Chart the new path for the process of
appropriation of systematic scientific concepts

6. It means: word, speech, argument, ratio, "account," or
"reason", reasoned discourse (sophists), rethorical
speech ... very close to logic
The logic is part of a scientific discipline as discipline
logic is fused with the senses and culture artifacts of
the discipline.

7. ●Write a phrase where the word COMPONENT is
related to COMPOSITION
●Alessandro: “all components are mixed to form a
composition”
●Ketchup: where are the components and where is
the composition? Which one do you eat?
●"when we know the components, we know the
composition of that kind of matter“

8. ●S.: “…Rutherford observed that most of the
alpha particles where passing through the gold
sheet un deflected, some deviating at small
angles, and some very rare being bounced
back . So he understood that the electrons
should be orbiting at a very large distance far
from the nucleus…”
●T.:“which one of the three convinced him of this
model?”
●S.: the first: the undeflected ones.

9. ●It is not knowing in depth
●It is a process of self-questioning and knowledge
challenging

10. ●Jonassen (2006) maintains that cognitive conflict
and problem solving are not always enough to
prime concept change.
●Exercises in using language and disciplinary
jargon as in ad hoc writing tasks, could make the
change
●These written assignments should be very
diversified and without or with only a little enquiry
or problem solving bias only.

11. 1.Does carbon dioxide contain the substance
carbon?
2.Why do we consider carbon dioxide a pure
substance even though it is made by two
elements?
3.Write down a phrase telling which elemental
substances can be reacted to give carbon
dioxide and which elements carbon dioxide is
made of. Then explain why carbon dioxide
doesn’t contain anymore carbon black
substance.

12. After the lexical linguistic competence have been
acquired, we can use cmaps to:
●compare and share ideas to enhance inter- and
intra-group criticism (not possible with normal
texts)
●Better scope for organizing the most inclusive
levels and to hierarchically order the knowledge
domain

17. Maybe:
●lack of metacognition
●lack of a system of concepts
●Lack of deep understanding
1
in giving a realistic view of the student’s mastered concepts

18. ●Short texts by 1 – 2 students are transformed in
cmaps by the teacher and then their meanings
are compared, criticized and revised
●As before, but students make the Cmaps by
themselves, based on their written text.
●Students write their “essay” straightaway in the
form of a Cmap (direct concept mapping)

21. Attractive force for Valence Shell electrons is due to the positive
atom core and is called electronegativity
The positive atom core is responsible of the attraction of the electrons
in the valence shell. These electrons belong to the atom or come from
other atoms.