High School student s familiarity with analogue situations

• Autor(a) principal: Silva, Leandro Londero da
• Data de Publicação: 2009
• Outros Autores: Terrazzan, Eduardo A
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n1p145

The following paper presents a study about the student familiaritywith analogue situations. In order to do this, it was determined towhat extent analogue situations presented to students in teachingactivities can be considered familiar as well as their justificationsgiven to evaluate the familiarity. Then, firstly were used somequestionnaires that were applied to 112 second and third gradestudents of four High Schools in Candelária, Nova Palma andSanta Maria in the state of Rio Grande do Sul, Brazil. After that,some individual interviews with a sample of 06 students from one of the schools involved in the study was done. The answer analysisshowed that: a) the students considered familiar just the situationseffectively lived; b) some students created new analogies,comparing them to the ones already presented, just changing fromstudent to student the analogy elaborated; c) the analogues thatseem appropriated to scientists and teachers sometimes were notpresented in the same way to the students, once they rejected them;d) the need for justifying the analogues familiarity enabled thestudents to explore their personal experiences in order to find outother analogues that could justify the first ones; e) thejustifications to the familiarity came from different foundationswhile some students recurred to lived situations and/orprofessional experiences, others appeal to the knowledge classifiedin the school contents; f) the students showed scientific knowledgeand information which were learned in and out of the school as wellas they used these knowledge and informations to produce theiranswers; g) the analogues came from a conceptual topic of aspecific scientific domain, always face the risk of being littlefamiliar; h) in some regions, some analogue situations showed notfamiliar to students and familiar to others; i) the socio-culturalaspects from the region where the students live tend to conditionthe knowledge they use to demonstrate upon the analogues.Finally, it is suggested that teachers verify which analogues shouldbe used in a given context. Besides that, it is advisable, during theanalogy teaching, to give preference to analogues present in thestudents everyday life or suggested by them.