Are Analogies an Effective Tool for Teaching? A Systematic Review
Introduction. One commonly used teaching tool is comparing two situations that share a similar relational structure. This tool is known as analogical reasoning and has been extensively studied, although the knowledge about it has not been systematized. Objective. To conduct a review of empirical art...
| Autores: | , , , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Costa Rica |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositório: | Portal de Revistas UNA |
| Idioma: | espanhol inglês português |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/15890 |
| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Teaching analogical reasoning analogical thinking systematic review Enseñanza pensamiento analógico razonamiento analógico revisión sistemática Ensino pensamento analógico raciocínio analógico revisão sistemática |
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Are Analogies an Effective Tool for Teaching? A Systematic Review ¿Son las analogías una herramienta eficaz para la enseñanza? Una revisión sistemática As analogias são uma ferramenta de ensino eficaz? Uma revisão sistemática |
| title |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| spellingShingle |
Are Analogies an Effective Tool for Teaching? A Systematic Review Ceccacci-Sawicki, Luciana Teaching analogical reasoning analogical thinking systematic review Enseñanza pensamiento analógico razonamiento analógico revisión sistemática Ensino pensamento analógico raciocínio analógico revisão sistemática |
| title_short |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| title_full |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| title_fullStr |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| title_full_unstemmed |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| title_sort |
Are Analogies an Effective Tool for Teaching? A Systematic Review |
| dc.creator.none.fl_str_mv |
Ceccacci-Sawicki, Luciana Portela, Maria Paula Fernández, Constanza Salica, Marcelo Olguín, Valeria |
| author |
Ceccacci-Sawicki, Luciana |
| author_facet |
Ceccacci-Sawicki, Luciana Portela, Maria Paula Fernández, Constanza Salica, Marcelo Olguín, Valeria |
| author_role |
author |
| author2 |
Portela, Maria Paula Fernández, Constanza Salica, Marcelo Olguín, Valeria |
| author2_role |
author author author author |
| dc.subject.none.fl_str_mv |
Teaching analogical reasoning analogical thinking systematic review Enseñanza pensamiento analógico razonamiento analógico revisión sistemática Ensino pensamento analógico raciocínio analógico revisão sistemática |
| topic |
Teaching analogical reasoning analogical thinking systematic review Enseñanza pensamiento analógico razonamiento analógico revisión sistemática Ensino pensamento analógico raciocínio analógico revisão sistemática |
| description |
Introduction. One commonly used teaching tool is comparing two situations that share a similar relational structure. This tool is known as analogical reasoning and has been extensively studied, although the knowledge about it has not been systematized. Objective. To conduct a review of empirical articles that pertain to teaching through analogies and specifically investigate their effectiveness. Method. A systematic bibliographic review was conducted using the PRISMA-NMA method. The databases used were Dialnet, DOAJ, Pubmed, and ScienceDirect, with the search terms analogical reasoning + teaching and analogical thinking + teaching entered in both Spanish and English. Inclusion and exclusion criteria were applied, resulting in 19 articles containing a total of 24 sample elements. Results. The studies were found to more frequently refer to higher education and the exact sciences. The primary use of analogies was to teach a novel concept. Researchers primarily provided the analogies used, with the analogs and their points of comparison being explicitly stated. Discussion. The majority of study results were positive, suggesting that analogies are a useful teaching resource. It is noteworthy that, contrary to what specialists suggest, the origin of the analogs and the degree of explicitness of the analogy do not seem to affect its effectiveness. Other less studied uses of analogies and their use in other educational levels and disciplinary areas are found to be areas of vacancy. |
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2023 |
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2023-04-28 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890 10.15359/ree.27-2.15890 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890 |
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10.15359/ree.27-2.15890 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27993 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27992 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27953 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/29974 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27901 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27954 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27955 |
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Derechos de autor 2023 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 27 No. 2 (2023): Revista Electrónica Educare (May-August); 1-18 Revista Electrónica Educare; Vol. 27 Núm. 2 (2023): Revista Electrónica Educare (mayo-agosto); 1-18 Revista Electrónica Educare; v. 27 n. 2 (2023): Revista Electrónica Educare (maio-agosto); 1-18 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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Are Analogies an Effective Tool for Teaching? A Systematic Review¿Son las analogías una herramienta eficaz para la enseñanza? Una revisión sistemáticaAs analogias são uma ferramenta de ensino eficaz? Uma revisão sistemáticaCeccacci-Sawicki, LucianaPortela, Maria PaulaFernández, ConstanzaSalica, MarceloOlguín, ValeriaTeachinganalogical reasoninganalogical thinkingsystematic reviewEnseñanzapensamiento analógicorazonamiento analógicorevisión sistemáticaEnsinopensamento analógicoraciocínio analógicorevisão sistemáticaIntroduction. One commonly used teaching tool is comparing two situations that share a similar relational structure. This tool is known as analogical reasoning and has been extensively studied, although the knowledge about it has not been systematized. Objective. To conduct a review of empirical articles that pertain to teaching through analogies and specifically investigate their effectiveness. Method. A systematic bibliographic review was conducted using the PRISMA-NMA method. The databases used were Dialnet, DOAJ, Pubmed, and ScienceDirect, with the search terms analogical reasoning + teaching and analogical thinking + teaching entered in both Spanish and English. Inclusion and exclusion criteria were applied, resulting in 19 articles containing a total of 24 sample elements. Results. The studies were found to more frequently refer to higher education and the exact sciences. The primary use of analogies was to teach a novel concept. Researchers primarily provided the analogies used, with the analogs and their points of comparison being explicitly stated. Discussion. The majority of study results were positive, suggesting that analogies are a useful teaching resource. It is noteworthy that, contrary to what specialists suggest, the origin of the analogs and the degree of explicitness of the analogy do not seem to affect its effectiveness. Other less studied uses of analogies and their use in other educational levels and disciplinary areas are found to be areas of vacancy.Introducción. En la enseñanza suele utilizarse como herramienta la comparación de dos situaciones que comparten una estructura relacional similar. Este recurso se denomina razonamiento analógico y ha sido ampliamente estudiado, aunque los conocimientos al respecto no se encuentran sistematizados. Objetivo. Realizar una revisión de los artículos empíricos referidos a la enseñanza mediante analogías y, específicamente, indagar los resultados en cuanto a su efectividad. Metodología. Se utilizó el método PRISMA-NMA para realizar una revisión bibliográfica sistemática. Las bases de datos utilizadas fueron Dialnet, DOAJ, Pubmed y ScienceDirect, introduciendo los términos de búsqueda: razonamiento analógico + enseñanza y pensamiento analógico + enseñanza, en español e inglés. Luego de aplicar los criterios de inclusión/exclusión se obtuvieron 19 artículos que contenían un total de 24 elementos muestrales. Resultados. Se encontró que estos trabajos refieren con mayor frecuencia al nivel superior y a las ciencias exactas. Además, el principal uso dado a las analogías fue la enseñanza de un concepto novedoso. Principalmente las analogías utilizadas fueron provistas por las personas investigadoras y se expusieron de manera explícita los análogos y sus puntos de comparación. Discusión. La mayoría de los estudios obtuvieron resultados positivos, lo que indicaría la utilidad de este recurso para la enseñanza. Resulta llamativo que, al contrario de lo sugerido por especialistas, la proveniencia de los análogos y el grado de explicitación de la analogía parecen no afectar su efectividad. Se encuentran como áreas de vacancia otros usos menos estudiados de las analogías y su utilización en otros niveles educativos y áreas disciplinares.Introdução. No ensino, a comparação de duas situações que compartilham uma estrutura relacional semelhante é frequentemente usada como ferramenta. Esse recurso é denominado raciocínio analógico e tem sido amplamente estudado, embora o conhecimento sobre ele não seja sistematizado. Objetivo. Realizar uma revisão dos artigos empíricos referentes ao ensino por analogias e, especificamente, investigar os resultados quanto à sua eficácia. Metodologia. Foi realizada uma revisão bibliográfica sistemática seguindo o método PRISMA-NMA. foram utilizadas as bases de dados Dialnet, DOAJ, Pubmed e ScienceDirect, introduzindo os termos de busca “analógico raciocínio” + “ensino” e “analógico pensamento” + “ensino”, em espanhol e inglês. Após a aplicação dos critérios de inclusão/exclusão, foram obtidos 19 artigos que continham um total de 24 elementos amostrais. Resultados. Constatou-se que esses trabalhos referem-se com maior frequência ao nível superior e as ciências exatas. Além disso, o principal uso dado às analogias foi o ensino de um conceito novo. As analogias utilizadas foram fornecidas pelos pesquisadores, principalmente, e os análogos e seus pontos de comparação foram explicitamente declarados. Discussão. A maioria dos estudos foi positiva, sugerindo que as analogias são um recurso de ensino útil. Chama a atenção que, ao contrário do que sugerem os especialistas, a origem dos análogos e o grau de explicitação da analogia não parecem afetar sua eficácia. Outros usos menos estudados das analogias e seu uso em outros níveis de ensino e áreas disciplinares são encontrados como áreas de vacância.Universidad Nacional, Costa Rica2023-04-28info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articletext/htmlapplication/epub+zipapplication/pdfapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/1589010.15359/ree.27-2.15890Revista Electrónica Educare; Vol. 27 No. 2 (2023): Revista Electrónica Educare (May-August); 1-18Revista Electrónica Educare; Vol. 27 Núm. 2 (2023): Revista Electrónica Educare (mayo-agosto); 1-18Revista Electrónica Educare; v. 27 n. 2 (2023): Revista Electrónica Educare (maio-agosto); 1-181409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27993https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27992https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27953https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/29974https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27901https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27954https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15890/27955Derechos de autor 2023 Compartidos: Revista y Autores(as)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2023-12-31T00:08:37Zoai:ojs.www.una.ac.cr:article/15890Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2023-12-31T00:08:37Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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15,812429 |