Collaborative Concept Maps: a metacognitive tool for learning about the History of Chemistry

This research investigated the potentials and the boundaries regarding the use of Conceptual Maps (CM) as metacognitive tools for teaching and learning the History of Chemistry (HQ). Therefore, a proposal for the collaborative development of MC was elaborated on previously determined themes of the History of Chemistry, to compare the MC when prepared manually (analog mode) and when constructed with the aid of the CmapTools (R) software (digital mode). Based on the design of the proposal used in this study, a specific model for the use of CM in the classroom in a collaborative way was formulated. A qualitative-quantitative methodology was used, which was essential to validate the different phases of the research process, such as data collection, analysis and presentation. The findings in the light of metacognition point out that there are nuances between the construction of analog and digital CM, which can modify the structure of individuals' conceptual knowledge.