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    As concepções de um professor de biologia quanto ao uso de analogias na prática docente
    (2018) ALMEIDA, Hederson Aparecido de; LORENCINI JÚNIOR, Álvaro
    Analogies aredidactic resources used to favor the communication between teachers and students. They differ from other resources by establishing comparisons between familiar and unfamiliar concepts. In biology teaching, the appropriation of analogies by teachers is commonly used to explain scientific concepts. This study has researched which are the conceptions about analogies that biology teachers have and what are their implication for the teaching and learning process of scientific concepts. The data were obtained through from three forms of registration: observation and recording of a teacher’s classes; a semi-structured interview; and notes from a field diary. The results show that the teacher uses the analogies in a spontaneous way. There is no teaching planning with this resource since the teacher doesn’t recognize it as a didactic resource, but as a strategy, procedure, technique or teaching mechanism. The origin of the analogies that he uses is directly related to his personal experiences, to the adopted textbook, and to the analogies that the students share in the classroom. A mistaken conception about the meaning of analogy compromises its use by the teacher in a systemic way. We consider that the investigation of teacher’s conceptions about analogies, during their teaching practice, is a way to enable the classroom activities to be planned of mode more conscious.