ANALYSIS OF THE USE OF ANALOGIES IN DIDACTIC SCIENCE BOOKS: OBSTACLES AND APPROACHES ON CELL CONTENT
The role of analogy and metaphor when applied to the argument, then, is to look for in the situation the elements that can fill the empty spaces inscribed in meaning. Thus, the objective was to identify obstacles of epistemological nature in science textbooks in the approaches on cellular content, t...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/8450 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8450 |
| Access Level: | acceso abierto |
| Palabra clave: | Analogias Metáforas Livro didático Célula Ensino de Ciências. Analogies Metaphors Didactic book Cell Science Teaching |
| Sumario: | The role of analogy and metaphor when applied to the argument, then, is to look for in the situation the elements that can fill the empty spaces inscribed in meaning. Thus, the objective was to identify obstacles of epistemological nature in science textbooks in the approaches on cellular content, the light of the theorist Gaston Bachelard, that repercute in new conceptions, limits and possibilities in the classroom. In this way, the use of analogies and metaphors to satisfy the conditions of employment seeks to promote greater understanding of the reader, although it can point to extremely complex problems by not scaling the multiple directions by which our language can evoke. |
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