Investigaciones sobre el uso de analogías en el aula de ciencias: una revisión sistemática.

Investigations about the use of analogies in the science classroom: a systematic review.

SCIENCE teachers; SCIENCE education; SCIENCE classrooms; STUDENT teachers; STUDENT-centered learning; TEACHER training; TEACHING models; ANALOGY

Experimental science teachers are faced with the task of explaining scientific topics that are difficult for students to understand, so they usually resort to analogues that make them easier to understand by comparison. It is important to know the scientific research published on didactic sequences with analogies. Thus, this work shows a systematic review of the scientific literature in on the subject between 2000 and 2022. Results show 31 articles that meet the established inclusion criteria, and, after their analysis, it is concluded that, they are relevant studies, as they provide useful didactic examples for teaching, common analogies to address certain contents, aspects to consider in teacher training and students' perceptions towards this methodology. [ABSTRACT FROM AUTHOR]

El profesorado de ciencias experimentales se enfrenta a la complicada tarea de explicar tópicos científicos de difícil comprensión para los estudiantes, por lo que habitualmente recurren a análogos que facilitan su comprensión mediante la comparación entre ambos. Es importante conocer las investigaciones científicas publicadas sobre secuencias didácticas con analogías, motivo por el que, en este trabajo, se realiza una revisión sistemática de la literatura científica sobre el tema entre los años 2000 y 2022. Los resultados muestran 31 artículos que cumplen los criterios de inclusión establecidos y se concluye, tras su análisis, que son estudios relevantes, ya que aportan ejemplos didácticos útiles para la enseñanza, analogías habituales para abordar determinados contenidos, aspectos a considerar en la formación del profesorado y percepciones del alumnado acerca de la metodología. [ABSTRACT FROM AUTHOR]

Copyright of Revista Eureka sobre Enseñanza y Divulgación de las Ciencias is the property of Asociacion de Profesores Amigos de la Ciencia-Eureka and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)