O uso de analogias para o ensino de equilíbrio químico no ensino médio: facilitação da aprendizagem ou transmissão de erros conceituais?
The use of analogies in high school is often useful for chemistry teaching, either on textbooks or by teachers in the classroom.This use is justified by the large number of abstract concepts that rules this course. Analogies are conceptualized by several authors, which converge on the idea that thes...
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| Formato: | Dissertação |
| Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/17729 |
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| Resumo: | The use of analogies in high school is often useful for chemistry teaching, either on
textbooks or by teachers in the classroom.This use is justified by the large number of
abstract concepts that rules this course. Analogies are conceptualized by several authors,
which converge on the idea that these are tools that seek a way to elucidate an unknown
concept by comparing it to a familiar one, relating their similar and dissimilar features.
An analysis on a survey of analogies found in high school chemistry textbooks and
chemical equilibrium studies is performed in order to verify whether they are leading to
misconceptions for their use by students and/or for their use by teachers in the classroom,
or whether they promote a learning facilitation |
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