Analogical Modelling in Science Education
In this paper, we aimed at investigating: (i) the steps that can be used to guide the elaboration and the conduction of analogical modelling activities in science education; and (ii) the way in which the analogical modelling activities based on those steps may have contributed to science students’ e...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2018-04-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/883 |
| _version_ | 1811285641177071616 |
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| author | Nilmara Braga Mozzer Rosária da Silva Justi |
| author_facet | Nilmara Braga Mozzer Rosária da Silva Justi |
| author_sort | Nilmara Braga Mozzer |
| collection | DOAJ |
| description | In this paper, we aimed at investigating: (i) the steps that can be used to guide the elaboration and the conduction of analogical modelling activities in science education; and (ii) the way in which the analogical modelling activities based on those steps may have contributed to science students’ experience of the sub-processes of analogical reasoning. To address the first purpose, we adapted some stages for modelling found in the educational literature, so that they would make the development, review and revision of models and analogies possible. To address the second purpose, we conducted an empirical study. A teaching sequence about the dissolving process, based on analogical modelling, was producOrg. The sequence was taught in a first-year high school chemistry class, and the data collected supported the drawing of the case study analysed in this paper. Our results showed that specific elements of analogical modelling activities that supported the occurrence of the analogical reasoning sub-processes, including those identified as not spontaneous in previous studies. One of the implications of this study is that our description for analogical modelling steps can guide teachers and researchers on designing and conducting science teaching activities in which models and analogies could be created, criticised and reviewed by students, in a process in which meanings are being gradually negotiated in an attempt to understand the entity modellOrg. |
| first_indexed | 2024-04-13T02:47:06Z |
| format | Article |
| id | doaj.art-cee69a1aa9a446a2ba1cd9580294486e |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-04-13T02:47:06Z |
| publishDate | 2018-04-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-cee69a1aa9a446a2ba1cd9580294486e2022-12-22T03:05:59ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87952018-04-0123115518210.22600/1518-8795.ienci2018v23n1p155488Analogical Modelling in Science EducationNilmara Braga Mozzer0Rosária da Silva Justi1Departamento de Química – Instituto de Ciências Exatas Universidade Federal de Minas Gerais Av. Presidente Antônio Carlos, 6627, Belo Horizonte, MG, BrasilDepartamento de Química – Instituto de Ciências Exatas Universidade Federal de Minas Gerais Av. Presidente Antônio Carlos, 6627, Belo Horizonte, MG, BrasilIn this paper, we aimed at investigating: (i) the steps that can be used to guide the elaboration and the conduction of analogical modelling activities in science education; and (ii) the way in which the analogical modelling activities based on those steps may have contributed to science students’ experience of the sub-processes of analogical reasoning. To address the first purpose, we adapted some stages for modelling found in the educational literature, so that they would make the development, review and revision of models and analogies possible. To address the second purpose, we conducted an empirical study. A teaching sequence about the dissolving process, based on analogical modelling, was producOrg. The sequence was taught in a first-year high school chemistry class, and the data collected supported the drawing of the case study analysed in this paper. Our results showed that specific elements of analogical modelling activities that supported the occurrence of the analogical reasoning sub-processes, including those identified as not spontaneous in previous studies. One of the implications of this study is that our description for analogical modelling steps can guide teachers and researchers on designing and conducting science teaching activities in which models and analogies could be created, criticised and reviewed by students, in a process in which meanings are being gradually negotiated in an attempt to understand the entity modellOrg.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/883modelagem analógicaanalogiasensino de ciências |
| spellingShingle | Nilmara Braga Mozzer Rosária da Silva Justi Analogical Modelling in Science Education Investigações em Ensino de Ciências modelagem analógica analogias ensino de ciências |
| title | Analogical Modelling in Science Education |
| title_full | Analogical Modelling in Science Education |
| title_fullStr | Analogical Modelling in Science Education |
| title_full_unstemmed | Analogical Modelling in Science Education |
| title_short | Analogical Modelling in Science Education |
| title_sort | analogical modelling in science education |
| topic | modelagem analógica analogias ensino de ciências |
| url | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/883 |
| work_keys_str_mv | AT nilmarabragamozzer analogicalmodellinginscienceeducation AT rosariadasilvajusti analogicalmodellinginscienceeducation |