Abstract:
Analogies are comparisons between a known concept and an unknown concept. Teachers use them to facilitate the learning of scientific concepts in science teaching, but when using analogies, systematic planning is necessary. The goal of this study was to analyze the contribution of a collaborative and reflective continuing education initiative to the awareness of science teachers about the spontaneous use of analogies. The research approach was qualitative and involved the participation of three teachers. Reflections of the participants generated in the course and in a group-discussion session were the data used in the analysis. Discursive Textual Analysis was used as an analytical framework. Results indicate that the course permitted teachers to reflect on their practice and to question the initial teaching education they had had. The principles of reflection and collaboration are essential for the education of science teachers who use analogies in teaching.
Keywords:
Teaching with analogies; Teacher education; Reflexive practice; Collaborative education