THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.14483/23464712.14401 http://hdl.handle.net/11449/196813 |
Resumo: | The analogies used in science teaching are comparisons between two heterogeneous domains, one familiar and the other unfamiliar. Although such analogies are widely used in class, both teachers and students are often confused about their meaning. This because the enunciations are given without any previous planning, evidenced by the fact that teacher education courses do not offer subjects concerning such discussions. Thus, teachers use these resources in the classroom but do not reflect on the subject. To shed light on this issue, this study aims to identify what conceptions students of two biological science programs have about the uses of analogies in teaching. This research is qualitative, and the data collection was carried out through a semi-structured survey with four questions. The questions inquired about students' conceptions regarding the use of analogies to make explanations, when to use analogies, and if analogies and metaphors have the same meaning. The results showed that the students' conceptions were diverse. There was an intimate association between the analogous organs of evolutionary biology with the analogies as a didactic resource, demonstrating confusion between the didactic analogy and the biological analogy. When trying to make differentiations, students confuse them with other types of comparisons such as metaphors, and they use this resource to facilitate their understanding of the topic, when the concept seems abstract or difficult, to introduce a new topic or to explain content. It is necessary for discussions on the subject to begin early in education and for the spontaneous use of analogies to be contemplated in reflective processes. |
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THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCETeachers' educationLearningLanguageThe analogies used in science teaching are comparisons between two heterogeneous domains, one familiar and the other unfamiliar. Although such analogies are widely used in class, both teachers and students are often confused about their meaning. This because the enunciations are given without any previous planning, evidenced by the fact that teacher education courses do not offer subjects concerning such discussions. Thus, teachers use these resources in the classroom but do not reflect on the subject. To shed light on this issue, this study aims to identify what conceptions students of two biological science programs have about the uses of analogies in teaching. This research is qualitative, and the data collection was carried out through a semi-structured survey with four questions. The questions inquired about students' conceptions regarding the use of analogies to make explanations, when to use analogies, and if analogies and metaphors have the same meaning. The results showed that the students' conceptions were diverse. There was an intimate association between the analogous organs of evolutionary biology with the analogies as a didactic resource, demonstrating confusion between the didactic analogy and the biological analogy. When trying to make differentiations, students confuse them with other types of comparisons such as metaphors, and they use this resource to facilitate their understanding of the topic, when the concept seems abstract or difficult, to introduce a new topic or to explain content. It is necessary for discussions on the subject to begin early in education and for the spontaneous use of analogies to be contemplated in reflective processes.Univ Estadual Paulista UNESP, Programa Posgrad Educ Ciencia, Fac Ciencias, Campus Bauru, Sao Paulo, BrazilUniv Estadual Paulista UNESP, Programa Posgrad Educ Ciencia, Fac Ciencias, Campus Bauru, Sao Paulo, BrazilUniv Francisco Jose Caldas, Fac Science & EducationUniversidade Estadual Paulista (Unesp)Almeida, Hederson Aparecido de [UNESP]2020-12-10T19:57:02Z2020-12-10T19:57:02Z2020-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article101-117http://dx.doi.org/10.14483/23464712.14401Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 101-117, 2020.2346-4712http://hdl.handle.net/11449/19681310.14483/23464712.14401WOS:000528220700008Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporGondola-ensenanza Y Aprendizaje De Las Cienciasinfo:eu-repo/semantics/openAccess2024-04-24T14:40:19Zoai:repositorio.unesp.br:11449/196813Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:30:10.822107Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
title |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
spellingShingle |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE Almeida, Hederson Aparecido de [UNESP] Teachers' education Learning Language |
title_short |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
title_full |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
title_fullStr |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
title_full_unstemmed |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
title_sort |
THE CONCEPTIONS ABOUT ANALOGIES IN THE DISCOURSE OF TEACHERS TRAINING IN BIOLOGICAL SCIENCE |
author |
Almeida, Hederson Aparecido de [UNESP] |
author_facet |
Almeida, Hederson Aparecido de [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Almeida, Hederson Aparecido de [UNESP] |
dc.subject.por.fl_str_mv |
Teachers' education Learning Language |
topic |
Teachers' education Learning Language |
description |
The analogies used in science teaching are comparisons between two heterogeneous domains, one familiar and the other unfamiliar. Although such analogies are widely used in class, both teachers and students are often confused about their meaning. This because the enunciations are given without any previous planning, evidenced by the fact that teacher education courses do not offer subjects concerning such discussions. Thus, teachers use these resources in the classroom but do not reflect on the subject. To shed light on this issue, this study aims to identify what conceptions students of two biological science programs have about the uses of analogies in teaching. This research is qualitative, and the data collection was carried out through a semi-structured survey with four questions. The questions inquired about students' conceptions regarding the use of analogies to make explanations, when to use analogies, and if analogies and metaphors have the same meaning. The results showed that the students' conceptions were diverse. There was an intimate association between the analogous organs of evolutionary biology with the analogies as a didactic resource, demonstrating confusion between the didactic analogy and the biological analogy. When trying to make differentiations, students confuse them with other types of comparisons such as metaphors, and they use this resource to facilitate their understanding of the topic, when the concept seems abstract or difficult, to introduce a new topic or to explain content. It is necessary for discussions on the subject to begin early in education and for the spontaneous use of analogies to be contemplated in reflective processes. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-10T19:57:02Z 2020-12-10T19:57:02Z 2020-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.14483/23464712.14401 Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 101-117, 2020. 2346-4712 http://hdl.handle.net/11449/196813 10.14483/23464712.14401 WOS:000528220700008 |
url |
http://dx.doi.org/10.14483/23464712.14401 http://hdl.handle.net/11449/196813 |
identifier_str_mv |
Gondola-ensenanza Y Aprendizaje De Las Ciencias. Bogota: Univ Francisco Jose Caldas, Fac Science & Education, v. 15, n. 1, p. 101-117, 2020. 2346-4712 10.14483/23464712.14401 WOS:000528220700008 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Gondola-ensenanza Y Aprendizaje De Las Ciencias |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
101-117 |
dc.publisher.none.fl_str_mv |
Univ Francisco Jose Caldas, Fac Science & Education |
publisher.none.fl_str_mv |
Univ Francisco Jose Caldas, Fac Science & Education |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128521422241792 |