<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132014000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de vizinhança de mapas conceituais a partir do uso de múltiplos conceitos obrigatórios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Paulo Rogério Miranda]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cicuto]]></surname>
<given-names><![CDATA[Camila Aparecida Tolentino]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dazzani]]></surname>
<given-names><![CDATA[Bianca]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade de São Paulo Escola de Artes, Ciências e Humanidades ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade de São Paulo Instituto de Física Programa de Pós-Graduação Interunidades em Ensino de Ciências]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade de São Paulo Instituto de Química ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>01</numero>
<fpage>133</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132014000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132014000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132014000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Os mapas conceituais (MCs) são úteis para representar o conhecimento e promover a aprendizagem significativa. O objetivo desse trabalho foi utilizar a análise de vizinhança (AViz) para avaliar a aprendizagem dos alunos. Oxigênio, hemácias, células e nutrientes foram conceitos obrigatórios (COs) que deveriam ser utilizados durante a elaboração de um MC para responder à seguinte pergunta: “como os nutrientes e o oxigênio chegam à célula?”. Os resultados revelaram que proposições relacionando COs podem ser indicadores de uma adequada compreensão conceitual sobre o tema. Dos 36 MCs considerados, mais de 70% apresentaram 2 ou 3 proposições CO-CO. A AViz é uma maneira simples para identificar proposições com erros ou falta de clareza semântica, permitindo que os professores avaliem o nível de entendimento conceitual dos alunos durante o processo de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Concept maps (CMs) are useful to represent knowledge and promote meaningful learning. The aim of this study was to use Neighborhood Analysis (NeAn) to assess students’ learning outcomes. Oxygen, erythrocyte, cells and nutrients were compulsory concepts (CCs) that must be used during the preparation of a CM to answer “how do nutrients and oxygen reach the cell?”. The results showed that propositions involving CCs may be indicators of an adequate conceptual understanding about the topic. From all CMs considered in this study (n=36), more than 70% presented two or three CC-CC propositions. NeAn is a straightforward way to identify propositions with mistakes or lack of semantic, allowing teachers to assess students’ level of conceptual understanding during the learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Significativa]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Mapa Conceitual]]></kwd>
<kwd lng="en"><![CDATA[Biology Teaching]]></kwd>
<kwd lng="en"><![CDATA[Meaningful Learning]]></kwd>
<kwd lng="en"><![CDATA[Learning Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Concept Maps]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise  de vizinhan&ccedil;a de mapas conceituais a partir do uso de m&uacute;ltiplos conceitos obrigat&oacute;rios.</h2> <h3>Neighborhood analysis of concept maps considering the  use of multiple compulsory concepts.</h3>     <p>&nbsp;</p> <h4>Paulo  Rog&eacute;rio Miranda Correia, Camila Aparecida Tolentino Cicuto, Bianca Dazzani    <br> </h4> </font>      ]]></body><back>
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