Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks

Detalhes bibliográficos
Autor(a) principal: Barbosa, Everton Koloche Mendes
Data de Publicação: 2022
Outros Autores: Romero, Adriano Lopes, Monteiro, Paula Cavalcante
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/27754
Resumo: The analog reasoning has been widely used for the development of scientific concepts, especially in the 19th century. In the context of Chemistry teaching, analogical language has been used as a resource to ease the teaching and learning of abstract Chemistry concepts. However, the specialized literature indicates that the use of analogies, if not applyed properly, can generate epistemological obstacles. In this context, the present work evaluated the use of analogies used to approach school content and the amount of substance in Chemistry textbooks published in different periods. From the comparative study between the works, we observed advances in the quality of the analogies used in the explanation of the content-conceptual amount of substance and its unit, the mole. The results showed that this language resource is a great instrument for the construction of knowledge, but also, if used in a non-systematized way, analogies can cause distortions in the understanding of scientific content. The study allows a discussion of didactic content from which professors can be instrumentalized regarding the proper use and importance of analogical relationships in scientific literacy.
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spelling Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks Analogías relacionadas con el contenido-conceptual cantidad de materia en libros de texto de Química de secundariaAnalogias relacionadas ao conteúdo-conceitual quantidade de matéria em livros didáticos de Química do Ensino MédioEnsino de químicaLivro didáticoLinguagem analógicaObstáculos epistemológicos.Enseñanza de químicaLibro de textoLenguaje analógicoObstáculos epistemológicos.Chemistry teachingTextbookAnalog languageEpistemological obstacles.The analog reasoning has been widely used for the development of scientific concepts, especially in the 19th century. In the context of Chemistry teaching, analogical language has been used as a resource to ease the teaching and learning of abstract Chemistry concepts. However, the specialized literature indicates that the use of analogies, if not applyed properly, can generate epistemological obstacles. In this context, the present work evaluated the use of analogies used to approach school content and the amount of substance in Chemistry textbooks published in different periods. From the comparative study between the works, we observed advances in the quality of the analogies used in the explanation of the content-conceptual amount of substance and its unit, the mole. The results showed that this language resource is a great instrument for the construction of knowledge, but also, if used in a non-systematized way, analogies can cause distortions in the understanding of scientific content. The study allows a discussion of didactic content from which professors can be instrumentalized regarding the proper use and importance of analogical relationships in scientific literacy.El razonamiento analógico se ha utilizado ampliamente para desarrollar conceptos científicos, principalmente en el siglo XIX.  En el ámbito de la enseñanza de la Química, el lenguaje analógico ha servido como recurso para facilitar la enseñanza y el aprendizaje de conceptos químicos abstractos. Sin embargo, la literatura especializada indica que el uso de analogías, de no hacerse de forma adecuada, puede generar obstáculos epistemológicos. En este contexto, el presente trabajo evaluó el uso de analogías utilizadas para abordar el contenido escolar cantidad de materia en libros de texto de Química publicados en diferentes períodos. A partir del estudio comparativo entre las obras, observamos avances en la calidad de las analogías utilizadas en la explicación del contenido conceptual cantidad de materia y su unidad, el mol. Los resultados mostraron que este recurso lingüístico es un gran instrumento para construir conocimiento, pero que, si se emplea de forma no sistematizada, las analogías pueden causar distorsiones en la comprensión de los contenidos científicos. El estudio brinda una discusión de contenido didáctico a partir de la cual los docentes pueden instrumentalizarse en lo que respecta al uso adecuado y a la importancia de las relaciones analógicas en el aprendizaje científico.O raciocínio analógico tem sido amplamente utilizado para o desenvolvimento de conceitos científicos, principalmente no século XIX. No âmbito do ensino de Química, a linguagem analógica tem sido utilizada como um recurso para facilitar o ensino e aprendizagem de conceitos químicos abstratos. No entanto, a literatura especializada indica que o uso de analogias, caso não seja realizada de forma adequada, pode gerar obstáculos epistemológicos. Nesse contexto, o presente trabalho avaliou o uso de analogias utilizadas para abordar o conteúdo escolar quantidade de matéria em livros didáticos de Química publicados em diferentes períodos. A partir do estudo comparativo entre as obras, observamos avanços na qualidade das analogias utilizadas na explicação do conteúdo-conceitual quantidade de matéria e sua unidade, o mol. Os resultados evidenciaram que esse recurso de linguagem configura um ótimo instrumento para a construção do conhecimento, mas que, se empregado de maneira não sistematizada, as analogias podem causar distorções no entendimento dos conteúdos científicos. O estudo concede uma discussão de teor didático a partir da qual, docentes possam se instrumentalizar quanto ao uso adequado e à importância das relações analógicas no letramento científico.Research, Society and Development2022-07-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2775410.33448/rsd-v11i10.27754Research, Society and Development; Vol. 11 No. 10; e255111027754Research, Society and Development; Vol. 11 Núm. 10; e255111027754Research, Society and Development; v. 11 n. 10; e2551110277542525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/27754/27743Copyright (c) 2022 Everton Koloche Mendes Barbosa; Adriano Lopes Romero; Paula Cavalcante Monteirohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBarbosa, Everton Koloche Mendes Romero, Adriano Lopes Monteiro, Paula Cavalcante 2022-08-12T22:23:03Zoai:ojs.pkp.sfu.ca:article/27754Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:45:22.534575Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
Analogías relacionadas con el contenido-conceptual cantidad de materia en libros de texto de Química de secundaria
Analogias relacionadas ao conteúdo-conceitual quantidade de matéria em livros didáticos de Química do Ensino Médio
title Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
spellingShingle Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
Barbosa, Everton Koloche Mendes
Ensino de química
Livro didático
Linguagem analógica
Obstáculos epistemológicos.
Enseñanza de química
Libro de texto
Lenguaje analógico
Obstáculos epistemológicos.
Chemistry teaching
Textbook
Analog language
Epistemological obstacles.
title_short Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
title_full Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
title_fullStr Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
title_full_unstemmed Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
title_sort Analogies related to the content-conceptual amount of substance in high school Chemistry textbooks
author Barbosa, Everton Koloche Mendes
author_facet Barbosa, Everton Koloche Mendes
Romero, Adriano Lopes
Monteiro, Paula Cavalcante
author_role author
author2 Romero, Adriano Lopes
Monteiro, Paula Cavalcante
author2_role author
author
dc.contributor.author.fl_str_mv Barbosa, Everton Koloche Mendes
Romero, Adriano Lopes
Monteiro, Paula Cavalcante
dc.subject.por.fl_str_mv Ensino de química
Livro didático
Linguagem analógica
Obstáculos epistemológicos.
Enseñanza de química
Libro de texto
Lenguaje analógico
Obstáculos epistemológicos.
Chemistry teaching
Textbook
Analog language
Epistemological obstacles.
topic Ensino de química
Livro didático
Linguagem analógica
Obstáculos epistemológicos.
Enseñanza de química
Libro de texto
Lenguaje analógico
Obstáculos epistemológicos.
Chemistry teaching
Textbook
Analog language
Epistemological obstacles.
description The analog reasoning has been widely used for the development of scientific concepts, especially in the 19th century. In the context of Chemistry teaching, analogical language has been used as a resource to ease the teaching and learning of abstract Chemistry concepts. However, the specialized literature indicates that the use of analogies, if not applyed properly, can generate epistemological obstacles. In this context, the present work evaluated the use of analogies used to approach school content and the amount of substance in Chemistry textbooks published in different periods. From the comparative study between the works, we observed advances in the quality of the analogies used in the explanation of the content-conceptual amount of substance and its unit, the mole. The results showed that this language resource is a great instrument for the construction of knowledge, but also, if used in a non-systematized way, analogies can cause distortions in the understanding of scientific content. The study allows a discussion of didactic content from which professors can be instrumentalized regarding the proper use and importance of analogical relationships in scientific literacy.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/27754
10.33448/rsd-v11i10.27754
url https://rsdjournal.org/index.php/rsd/article/view/27754
identifier_str_mv 10.33448/rsd-v11i10.27754
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/27754/27743
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 10; e255111027754
Research, Society and Development; Vol. 11 Núm. 10; e255111027754
Research, Society and Development; v. 11 n. 10; e255111027754
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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