Using the theoretical framework of cognitive theory of science and using conceptual mapping will do the study of how original scientific models are transposed to the didactic models. This is, to analyze how the knowledge produced in the 'academic spheres' is modified, adapted, simplified and consolidate as knowledge to be taught in the classroom. Here we study the topic of physics called photoelectric effect. We will review the main concepts used by Albert Einstein (1905) in the development of the theory of the photoelectric effect and how they were transcribed, filtered and drawn up in textbooks made for the academic course of Bachelor of Science in Physics, for the basic cycle of university course and for high school. That is, how the eight (8) chapters of his article condense in a single section in high school textbooks. We will use here Concept Map to analyze how does the didactic transposition of this theory in the generalized sense by Izquierdo-Aymerich (2003) and synthesized by de Mello (2015a) of Chevallard theory (1985). We analyze, using as a theoretical framework the cognitive science theory [Nersessian, 1992; Jhonson-Laird, 1980] as the fact of the theory for the photoelectric effect have been proposal before the paradigm of quantum mechanics have been established affected the epistemological construction of that article and how this fact was transposed to textbooks. Here we will consolidate the most current version of the theory of didactic transposition that encompasses (synthesizes) the theory of Chevallard, cognitive theory of science and mental models of Jhonson-Laird. We will confirm here that CM is for the analysis of conceptual construction of any theory the equivalent of structured language is for programming.
The use of Concept Maps in the Evaluation of Cognitive Models of Science. The Case of Photoelectric Effect.
