Interdisciplinary science concept maps to orient middle secondary school students learning outcomes

Abstract

Abstract The initial and continuing training of natural science teachers should be implemented in interdisciplinary contexts. This paper shows how concept maps can generate training activities in which teachers of various disciplines can discuss macro concepts such as water, air, wind, temperature, motion, power, energy, etc. mapping the students’ learning pathway. Drawing concept maps and discussing them in training sessions from the perspective of students, teachers and trainers can be a decisive professional experience in changing the ways of improving concepts representations of all the actors of classroom activities and educators.