<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552019000200049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El empleo de los mapas conceptuales como herramienta del estudiante para sistematizar los conocimientos]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of concept maps as a students&#8217; tool for systematizing knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Garces]]></surname>
<given-names><![CDATA[Anel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avilés Rodríguez]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de La Habana José Antonio Echeverría (CUJAE)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Habana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>49</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552019000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552019000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552019000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  Este artículo está dirigido a evaluar las potencialidades de los mapas conceptuales como herramienta de sistematización de los conocimientos en la autopreparación de los estudiantes en el curso de análisis químico.  Métodos: A partir de la caracterización del estado del arte se construyó un marco teórico referencial, para más tarde observar el desempeño de los estudiantes al emplear mapas conceptuales en su estudio independiente. Fueron objeto de observación la estructura jerárquica conceptual alcanzada, los niveles de jerarquización establecidos por cada estudiante y el número de conexiones (cruzadas o cíclicas) identificadas al relacionar los conceptos.  Resultados: Los estudiantes realizaron la tarea de forma individual. A modo de resultado se observaron como principales dificultades la confusión entre los integrantes de distintos métodos analíticos y la no inclusión de la química analítica cualitativa. Sin embargo, el trabajo de curso fue satisfactorio. A pesar de los errores cometidos los estudiantes pudieron establecer relaciones jerárquicas entre los conceptos y categorías de la asignatura.  Conclusiones: El empleo de mapas conceptuales por parte de los estudiantes permite la sistematización conceptual y desarrolla sus competencias para el procesamiento de la información, facilita la identificación por el docente del grado de apropiación del sistema de conocimientos de la asignatura y despierta el interés de los estudiantes por el estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  This paper aims at assessing the potentials of concept maps as a tool that enables the students to systematize knowledge when solving study tasks of Chemical Analysis.  Methods: On the basis of the state of art, a theoretical framework was constructed as a reference for observing students&#8217; performance in working with concept maps. Observation focuses on conceptual hierarchy structure, levels or hierarchy set by each of the students, and the number of connections (crossed or critical) identified when relating concepts.  Results: The students completed the task independently, the findings reveal their learning difficulties related to several analytic methods and the exclusion of qualitative analytic chemistry. However, their course paper outcomes were satisfactory and the students were capable of distinguishing the main subject concepts and establishing hierarchical connections between them.  Conclusions: The use of conceptual maps by the students allows conceptual systematization, fosters the development of information processing competencies, helps the professor to grade students&#8217; learning of the subject system of knowledge and awakes students&#8217; interest for academic tasks.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza conceptual]]></kwd>
<kwd lng="es"><![CDATA[formación de conceptos]]></kwd>
<kwd lng="es"><![CDATA[razonamiento abstracto]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[cognitive ability]]></kwd>
<kwd lng="en"><![CDATA[Concept teaching]]></kwd>
<kwd lng="en"><![CDATA[concept formation]]></kwd>
<kwd lng="en"><![CDATA[abstract reasoning]]></kwd>
</kwd-group>
</article-meta>
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