Slides presented on Aug 30, 2011 in Exeter [UK], during the 2011 EARLI Conference

1.      Use of concept maps to follow up the effect of discussing atmosphere dynamics with satellite images Camila Aparecida Tolentino Cicuto Paulo Rogério Miranda Correia University of Sao Paulo I Universidade de São Paulo

3. [São Paulo ResearchFoundation]

4. CNPq & CAPES [BrazilianResearchFoundations]

5. Universityof São Paulo

7. Education for a democraticsociety & autonomouscitizenship

8. Debate complexissuesIWorld problematiques[TheClubofRome][climatechange]

10. 1st-yearhighereducationstudents

11. DevelopmentofModernScienceIClimateChangeIBioethics[local actionshaveglobal impacts]

13. Cognitive

14. Expandourordinary time scale

15. ExpandourordinaryspacescaleGeological time scale [bi/mi years] Historial approach [centuries] Earth as a whole place Apollo 17 (1972) C.P. Snow (1959)

18. Getinformationaboutthestudents’ understanding[LIPHs]

19. Condition

20. Adequate selection of the focal question

22. Focal question: How are therelationshipsbetweentheS&Tdevelopmentandtheclimatechange?

25. Check the more frequent NCs [wordle.net]

26. Score the propositions [both authors]

27. Score the Cmaps

29.  more frequent NCs      

30.  score the propositions       Pt 1(- 2 ≤ WA <- 1) IPt 2 (- 1 ≤ WA ≤ 0) IPt 3 (0 <WA ≤ + 1) IPt 4(+ 1 <WA ≤ + 2)

31.  many NCs & poor Cmap      

32.  few NCs & good Cmap      

33.  LIPHs identification       LIPHs

35. Less time for evaluatingCmaps (at-a-glance approach)

36. Amount of NCs does not indicate the Cmap quality

37. LIPHs identification is valuable to learning from errors