El mapa conceptual: un instrumento de aprendizaje significativo para la docencia en derecho

• Ana B. Zaera García ^[1] ; Regina Mª Polo Martín ^[1] ; Pedro López Herraiz ^[1] ; Mª Arantzazu Cagigal Casquero ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: Educación y conocimiento como ejes del pensamiento crítico: Experiencias innovadoras y significativas / coord. por Mariana González Boluda, Yanira Mesalina Ramírez Cruz, Carolina Lorenzo Álvarez, 2024, ISBN 978-84-1079-028-5, págs. 498-512
• Idioma: español
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • With this paper, we present the results of a teaching innovation project developed in the subjects Roman Law and History of Law, both taught in the first year of the Bachelor’s Degree in Law at the University of Salamanca. The main objective of the project, with which we intend to alleviate the problems and weaknesses observed in our teaching in previous years, is to discard rote learning and incorporate reflective learning, involving students directly in the acquisition of skills. To this end, we have implemented as a didactic resource the concept maps made by the students using CmapTools software and guided at all times by the teachers, who select the topics, tutor the development of the work and correct the maps before uploading them to the virtual campus of the subjects so that all the students in the group can use them. The results obtained allow us to conclude that the participation of the students, although voluntary, has been in the large and the work satisfactory, but the students, who are not used to this type of didactic resources, have only taken advantage of the concept maps that they have made, but not those of their classmates.