<?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>S1516-73132021000100216</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320210017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mapas Conceituais e a Elaboração de Conhecimento Científico na História da Ciência: algumas aproximações teóricas]]></article-title>
<article-title xml:lang="en"><![CDATA[Concept Maps and the Formulation of Scientific Knowledge in the History of Science: some theoretical approaches]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maximo-Pereira]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Paulo Victor Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Ariane Baffa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca  ]]></institution>
<addr-line><![CDATA[Nova Iguaçu RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Volta Redonda RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Instituto de Química de São Carlos ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132021000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132021000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132021000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo apresentar aproximações teóricas entre características da técnica de mapeamento conceitual e aspectos da elaboração de conhecimento científico na História da Ciência. Tais aproximações foram exemplificadas por intermédio da construção e análise de um mapa conceitual sobre como, historicamente, o conhecimento foi desenvolvido de forma a resultar na Lei da Inércia. Como conclusão, aspectos estruturais dos mapas conceituais (proposições, estrutura bidimensional, ligações cruzadas, etc.) foram relacionados à provisoriedade do conhecimento científico, à não linearidade e à influência do contexto histórico e social na construção do conhecimento, entre outros aspectos, compatíveis com uma concepção de ciência como empreendimento humano. Tais relações são apresentadas em um quadro síntese, que pode subsidiar professores e pesquisadores da área de Ensino de Ciências a implementar ações educativas que adotem mapas conceituais em contextos em que a História da Ciência seja utilizada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to present theoretical approaches between characteristics of the conceptual mapping technique and aspects of the scientific knowledge formulation in the History of Science. They were exemplified through the construction and analysis of a concept map about how knowledge has been historically developed to result in the Law of Inertia. In consequence, structural aspects of concept maps (propositions, two-dimensional structure, cross-links, etc.) were related to the provisional character of scientific knowledge, to non-linearity and the influence of the historical and social context in the construction of knowledge, among other aspects, that are compatible with a conception of science as a human enterprise. These relationships are summarized in a chart, which can support teachers and researchers in the field of Science Education to implement educational actions that adopt concept maps in the contexts where History of Science is used.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mapa conceitual]]></kwd>
<kwd lng="pt"><![CDATA[História da ciência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="en"><![CDATA[Concept map]]></kwd>
<kwd lng="en"><![CDATA[History of science]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
</kwd-group>
</article-meta>
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