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In this paper, we explore the Conceptual Evolution thorough the use of multi-format assessment tools in a student’s group (N=28). We toke a reconsidered version of conceptual Change theory in which the conceptual complexity antagonizes the former version of this theory. We used different propositional representation (free mental maps and stimulated semantic networks) also multiple-choice test and self-efficacy statement. The mental maps showed an incremental inclusion of scientific elements by students. The topological measurement of semantic networks was compared with Rasch latent trait of ability in a multiple-choice test and with students’ self-efficacy statement via Principal Component Analysis. Our empirical data showed increasing of topological characteristics of semantic network associated to increasing of self-efficacy sense as well as the ability latent trait. These results indicated increasing in the complexity of students’ knowledge system on the ongoing learning process.

investigações em ensino de ciências

ANÁLISE ESTRUTURAL DE REDES SEMÂNTICAS: UM ESTUDO EXPLORATÓRIO DAS RELAÇÕES ENTRE REPRESENTAÇÕES PROPOSICIONAIS E EVOLUÇÃO CONCEITUAL EM UM TÓPICO DA FÍSICA