As analogias utilizadas por professores de biologia como elementos da transposição didática

• Ano de defesa: 2016
• Autor(a) principal: Almeida, Hederson Aparecido de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Ciências; Ensino; Ensino com analogias; Transposição didática; Analogia; Biologia; Didática; Ensino de ciências; Brasil.; Science teaching; Teaching with analogies; Didactic transposition; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4405

The main aim of this research is to understand the educational process in which analogies work as tools to convert the knowledge wise to the knowledge to be taught. The study of these conversions knowledge was based on the Didactic Transposition Theory of Chevallard. The research subjects were two biology teachers of public schools in the city of Maringa, Parana, Brazil. The methodology adopted was founded on the qualitative research and participant observation. The data for analysis emerged based on direct observations of the classes of teachers, audio recordings and through a semi-structured interview. Parts of the teachers' discourse containing the analogies were called Teaching Episodes with Analogies and the analogies were classified according to their level of organization. Also, it was analyzed the effectiveness of these analogies using Glynn and TWA- teaching with analogies model steps. The results showed that the use of analogies by teachers occurs so frequently and most of teachers often do so without planning. The types of analogies are very sparce compromising their quality. Nonetheless, there is a direct relationship between the type of analogy or the amount of steps contemplated TWA- teaching with analogies model with the effectiveness of this analogy, but there is a teacher profile with adjusted teaching skills for using them. Evidence suggests that analogies work as knowledge of transposition tools to fulfill their bridging function between the everyday knowledge and scientific knowledge.