<?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 (Bauru)]]></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>S1516-73132019000300685</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190030008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que revelam os mapas conceituais dos meus alunos? Avaliando o conhecimento declarativo sobre a evolução do universo]]></article-title>
<article-title xml:lang="en"><![CDATA[What do the concept maps of my students reveal? Assessing declarative knowledge about the evolution of the universe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Paulo Rogério Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[Adriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<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="Af2">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-Graduação Interunidades em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>685</fpage>
<lpage>704</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000300685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000300685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000300685&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O uso de mapas conceituais (MCs) na avaliação apresenta dois aspectos importantes: o planejamento da tarefa a ser oferecida aos alunos e a forma de avaliação dos mapas. Quando bem planejados, o feedback do professor é oferecido rapidamente, contribuindo para o comprometimento dos alunos na revisão dos conteúdos a partir de problemas revelados pelos MCs. Nesse artigo, MCs foram avaliados comparativamente para identificar padrões de similaridade que caracterizem os níveis de conhecimento declarativo apresentados pelos alunos sobre a Astronomia e o desenvolvimento da ciência moderna. A avaliação envolveu um questionário e tarefa de mapeamento conceitual. As respostas revelaram cinco grupos com diferentes níveis de conhecimento conceitual e a análise dos MCs indicou que a proporção entre conceitos associados à astronomia clássica e à astronomia moderna, e a presença de conceitos finais múltiplos são indicadores do nível de conhecimento declarativo. Conhecer os obstáculos de aprendizagem ajuda o professor a adaptar as atividades da sua disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The use of concept maps (Cmaps) in evaluation involves two important aspects: the planning of the task to be assigned to the students, and the strategy to evaluate the Cmaps. When well devised, teachers&#8217; feedback is provided in a timely manner and contributes to students&#8217; commitment to reviewing content based on problems revealed by the Cmaps. In this study, Cmaps were comparatively evaluated to identify patterns of similarity that characterize the levels of declarative knowledge presented by students about Astronomy and the development of modern science. The evaluation involved a questionnaire and a concept mapping task. The answers revealed five groups with different levels of conceptual knowledge, and the Cmaps analysis showed that the ratio between concepts related to classical Astronomy and those related to modern Astronomy, as well as the presence of multiple final concepts, are both indicators of the level of declarative knowledge. Knowing the obstacles to learning helps the teacher to adapt activities in his/her class.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Mapa conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Construção do conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Learning evaluation]]></kwd>
<kwd lng="en"><![CDATA[Concept mapping]]></kwd>
<kwd lng="en"><![CDATA[Knowledge construction]]></kwd>
</kwd-group>
</article-meta>
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