O uso de analogias no ensino de química : uma análise das concepções de licenciandos do curso de química da UFRPE

Abstract

This study investigated the conceptions of prospective teachers of chemistry UFRPE, about the analogies and their use in chemistry and also examined the contributions of the training process to prepare these future teachers, about the use of this tool. The instruments for data collection were questionnaires, observations and video. The sample consisted of ten students in the 8th period of the Night Course in Chemistry from the Universidade Federal Rural de Pernambuco - UFRPE. Of those ten undergraduates, seven already had teaching practice. Most of these undergraduates analogy defined as a term used to indicate similarity or comparison between concepts. They argued frequently make use of analogies and spontaneously without prior planning. The student teachers recognize analogies in a teaching resource with good potential as an aid to teaching and learning of chemistry, however, know their limitations and disadvantages of its use. They also recognize the need for a more adequate preparation about this feature in the initial training of teachers and state that during the course, had discussions about this tool surface. As for using this resource in teaching practice, its usefulness, was a key finding of our research, since the analogies have proved increasingly present in the classroom of science teacher in this sense, the results scored by this and other works call attention to the fact that future teachers actually need a more specific preparation during their initial training regarding the use of analogical reasoning as a teaching resource and facilitator of learning that a more appropriate this feature still in initial teacher training, of course, such teachers will lead to a path of potential success in trying to promote a significant learning objectives through their use.