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The conceptions of a biology teacher about use of analogies on teaching practice

Analogies are didactic resources used to favor the communication between teachers and students. They differ from other resources by establishing comparisons between familiar and unfamiliar concepts. In biology teaching, the appropriation of analogies by teachers is commonly used to explain scientifi...

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Principais autores: Almeida, Hederson Aparecido de, Lorencini Júnior, Álvaro
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2018
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/8085
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spelling peri-article-80852022-10-18T23:54:07Z The conceptions of a biology teacher about use of analogies on teaching practice As concepções de um professor de biologia quanto ao uso de analogias na prática docente Almeida, Hederson Aparecido de Lorencini Júnior, Álvaro Ensino de Ciências Concepção sobre a prática; Analogia; Ensino de Biologia. Practice conception; Analogie; Biology teaching Analogies are didactic resources used to favor the communication between teachers and students. They differ from other resources by establishing comparisons between familiar and unfamiliar concepts. In biology teaching, the appropriation of analogies by teachers is commonly used to explain scientific concepts. This study has researched which are the conceptions about analogies that biology teachers have and what are their implication for the teaching and learning process of scientific concepts. The data were obtained through from three forms of registration: observation and recording of a teacher’s classes; a semi-structured interview; and notes from a field diary. The results show that the teacher uses the analogies in a spontaneous way. There is no teaching planning with this resource since the teacher doesn’t recognize it as a didactic resource, but as a strategy, procedure, technique or teaching mechanism. The origin of the analogies that he uses is directly related to his personal experiences, to the adopted textbook, and to the analogies that the students share in the classroom. A mistaken conception about the meaning of analogy compromises its use by the teacher in a systemic way. We consider that the investigation of teacher’s conceptions about analogies, during their teaching practice, is a way to enable the classroom activities to be planned of mode more conscious. As analogias são recursos didáticos utilizados para facilitar a comunicação entre o professor e os alunos. Diferem de outros recursos por estabelecerem comparações entre conceitos familiares e não familiares. No ensino de Biologia é comum a apropriação das analogias pelos docentes na explicação de conceitos científicos. O presente estudo investigou quais as concepções que um professor de Biologia possui sobre o uso das analogias e sua implicação para o ensino-aprendizagem de conceitos científicos. Os dados emergiram a partir de três formas de registro: observação e gravação das aulas do professor; uma entrevista semiestruturada concedida pelo professor; e anotações feitas em um diário de campo. Os resultados mostram que o professor utiliza as analogias espontaneamente. O planejamento do ensino com o uso de analogias não ocorre, pois o docente não o reconhece como um recurso didático, mas sim como uma estratégia, um procedimento, uma técnica ou um mecanismo de ensino. A origem das analogias que utiliza está diretamente relacionada com as suas experiências pessoais, com o livro didático adotado, e com as analogias que os alunos compartilham em sala de aula. Uma concepção equivocada sobre o significado de analogia compromete a sua utilização de modo sistemático pelo professor. Consideramos que a investigação das concepções do professor sobre as analogias durante a sua prática docente é um caminho para que as atividades em sala de aula possam ser planejadas de modo mais consciente. Universidade Tecnológica Federal do Paraná (UTFPR) CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior CAPES 2018-07-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão Pesquisa qualitativa application/pdf text/html http://periodicos.utfpr.edu.br/actio/article/view/8085 10.3895/actio.v3n2.8085 ACTIO: Teaching in Sciences; v. 3, n. 2 (2018); 173-194 ACTIO: Docência em Ciências; v. 3, n. 2 (2018); 173-194 2525-8923 10.3895/actio.v3n2 por http://periodicos.utfpr.edu.br/actio/article/view/8085/5285 http://periodicos.utfpr.edu.br/actio/article/view/8085/5286 Direitos autorais 2018 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Almeida, Hederson Aparecido de
Lorencini Júnior, Álvaro
spellingShingle Almeida, Hederson Aparecido de
Lorencini Júnior, Álvaro
The conceptions of a biology teacher about use of analogies on teaching practice
author_sort Almeida, Hederson Aparecido de
title The conceptions of a biology teacher about use of analogies on teaching practice
title_short The conceptions of a biology teacher about use of analogies on teaching practice
title_full The conceptions of a biology teacher about use of analogies on teaching practice
title_fullStr The conceptions of a biology teacher about use of analogies on teaching practice
title_full_unstemmed The conceptions of a biology teacher about use of analogies on teaching practice
title_sort conceptions of a biology teacher about use of analogies on teaching practice
description Analogies are didactic resources used to favor the communication between teachers and students. They differ from other resources by establishing comparisons between familiar and unfamiliar concepts. In biology teaching, the appropriation of analogies by teachers is commonly used to explain scientific concepts. This study has researched which are the conceptions about analogies that biology teachers have and what are their implication for the teaching and learning process of scientific concepts. The data were obtained through from three forms of registration: observation and recording of a teacher’s classes; a semi-structured interview; and notes from a field diary. The results show that the teacher uses the analogies in a spontaneous way. There is no teaching planning with this resource since the teacher doesn’t recognize it as a didactic resource, but as a strategy, procedure, technique or teaching mechanism. The origin of the analogies that he uses is directly related to his personal experiences, to the adopted textbook, and to the analogies that the students share in the classroom. A mistaken conception about the meaning of analogy compromises its use by the teacher in a systemic way. We consider that the investigation of teacher’s conceptions about analogies, during their teaching practice, is a way to enable the classroom activities to be planned of mode more conscious.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2018
url http://periodicos.utfpr.edu.br/actio/article/view/8085
_version_ 1805451111075676160
score 10,814766

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