Concepções de licenciandos em química da UFRPE–Sede sobre o uso de analogias e suas influências no processo de ensino-aprendizagem de ciências

Abstract

The analogical reasoning is present in scientific theories, textbooks and researches based on the use of analogies as a teaching resource for the teaching of chemistry and for this reason, it is essential to analyze the conceptions of chemistry undergraduate of UFRPE-SEDE "future teachers" on the use of analogies and their influences in the teaching-learning process of the sciences. The instruments for data collection were two questionnaires, group resolution and discussion about an ENADE 2017 issue, observation and audio recording. The subjects of the research were composed of fifteen undergraduates who studied the subject of Compulsory Supervised Internship I in the 7th night of chemistry degree at the Federal Rural University of Pernambuco - UFRPE unit SEDE in Dois Irmãos. The results show that only six undergraduates defined the analogies using the terms comparison and association, but also two undergraduates confuse this concept with an example. Furthermore, during questionnaire II, it is perceived that they recognize the analogies as facilitator of the teaching-learning process, but they believe that there are limitations in their use. Therefore, they think that it is very important the initial training for the teacher preparation in the use of this didactic resource, and for them the use of analogies in their classes would be pertinent, however, they would be planned and could be done also spontaneously to answer some questioning of the students. When questioned the presence of the study of analogies during the graduation, it is noticed that the majority considered that the time dedicated to the subject was not enough, and this result together with the research studied, warn that, during their initial formation, there is a need for a more specific preparation in relation to analogue resources. For, the undergraduates did not recognize any methodology for the use of analogies as a didactic resource, even in the final phase of the graduation course, and when participating in this research they were able to revise their conceptions regarding teaching practices with analogies, starting with the resolution of questionnaire II and of the question of ENADE, in which they established pedagogical justifications for the use or not of analogies.