O ato criativo de comparar: um estudo das analogias elaboradas por alunos e professores de ciências

• Ano de defesa: 2008
• Autor(a) principal: Nilmara Braga Mozzer
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Alunos e professores de ciências; Comparação; Analogias; Educação; Pratica de ensino; Ciencia Estudo e ensino (Elementar)
• Link de acesso: http://hdl.handle.net/1843/FAEC-84VHKM

ABSTRACT Analogies are a valuable resources for human thinking from which we can either acquire new knowledge or modify previous knowledge, thus exerting a relevant role in human cognition. Therefore, to understand how analogical reasoning is established becomes a necessary condition to understand how individuals learn. Despite the importance of such knowledge, there is little agreement about this kind of reasoning in the cognitive science literature. In this work, aiming at providing comprehensive explanations about the process, we accept that analogies are models that establish relationships between two domains: the familiar (analogous domain) and the non-familiar one (target domain). By understanding the notion of familiarity as an individual particularity, this work aims at investigating students and teachers analogical reasoning as a creative process in situations in which they were stimulated to generate their own analogies and to explain them. In order to do so, we interviewed eighth year fundamental level students, chemistry teachers and these students physics teacher by using the Piagets clinical method techniques. Such techniques are based on a systematic intervention of the researcher in the individuals behaviour in order to make the meaning of his/her actions, and explanations (or both) clear in different moments of the interview. Chemical bond was the theme of the interviews. They were audio- and video- recorded, transcribed by the researcher. From the interpretation of such transcriptions, we built the data that were presented and analysed in this work. Our data mainly emphasised the influence of the individuals aims during the whole process of elaboration of analogies, as well as that the students and teachers salient knowledge are determinative for both the type of comparison that is established and the number of relationships that are mapped. A possible implication of these conclusions is the fact that, allowing students to create their own analogies, thus acting as agent in the construction of their own knowledge, the teacher can obtain information about the students available knowledge related to the theme to be taught, and can basis his/her actions from these information.