In the present paper, we focus on conceptual mapping. This is a method that performs product analysis of the verbal activity of student. It serves as a graphical representation of the content structure. The concept map expresses a hierarchical arrangement of terms as well as relationships and links between them. Our work aimed to create a model of a conceptual map that should have function as a scientific conceptual map. It contains all the energy concepts that pupils should involve in their knowledge structure. Based on content analysis of textbooks used in elementary schools, we have included concepts not only of physics but also of various disciplines. The second aim was to find out the correspondence between the model scientific conceptual map and the map created in the mind of students. The results reflect valuable information for the teacher - whether the students have in their minds a conceptual network of this knowledge focused on the concept of energy. Based on this comparison, we found out which concepts the students used and recovered from their long-term memory. Another element to which we have focused our attention was the hierarchical layout of the concepts in the map created in the mind of the students. Through this research, we have identified if students can perceive energy within a single comprehensive view at the level of their education.
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