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This research aimed to analyze an analogy used in the teaching of stoichiometry in Brazilian textbooks from a structural, semantic, and pragmatic perspective. The analogy being studied compares the fixed proportional relationships between ingredients in a cooking recipe to the relationships between reactants and products in chemical reactions. The analysis involved a review of the chapters in six textbooks that covered the topic of stoichiometry, an identification of the structure of the analogy, its characterization in structural, semantic, and pragmatic terms, and an evaluation of its presentation in the textbooks. The results showed that the analogy, present in three of the analyzed textbooks, has the potential to aid in the teaching of stoichiometry. This is because its structure focuses on the relationships between elements rather than simply describing them, and it is structurally consistent and has similarities in the contextual meanings between the mapped correspondences. The conclusion of the study suggests that although the authors of the analyzed textbooks have not fully explored all of the correspondences identified in the relational structure of the analogy, it offers a wealth of educational opportunities for teaching stoichiometry. This includes teaching concepts such as proportions between reactants and products, equation balancing, excess and limiting reactants, purity, and yield in chemical processes. [ABSTRACT FROM AUTHOR]

Experimental science teachers are faced with the task of explaining scientific topics that are difficult for students to understand, so they usually resort to analogues that make them easier to understand by comparison. It is important to know the scientific research published on didactic sequences with analogies. Thus, this work shows a systematic review of the scientific literature in on the subject between 2000 and 2022. Results show 31 articles that meet the established inclusion criteria, and, after their analysis, it is concluded that, they are relevant studies, as they provide useful didactic examples for teaching, common analogies to address certain contents, aspects to consider in teacher training and students' perceptions towards this methodology. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the development of autonomy and responsibility of students when observing their performance as epistemic agents in an argumentative context of critical evaluation of analogies. This research is based on the assumption of a qualitative approach and assumes the character of design-based research. In order to achieve our objective, a didactic sequence was elaborated and its development was carried out in chemistry classes composed of 35 students aged between 15 and 16 years old. All data were recorded in both video and audio. The analysis indicates that four aspects were fundamental to the actions of students as epistemic agents, these being: (i) the interaction of the teacher seeking to support the participation of students in the discourse and legitimization of their ideas, (ii) allowed tempered equality among class members (iii) the context of problem-solving, which favored the autonomy of students in seeking coherent and knowledge-based solutions and (iv) working with authorial analogies as epistemic tools. In this manner, we advocate the teaching of Chemistry should be driven to give opportunity to the equality of intellectual authority, in particular considering the involvement of students as epistemic agents using epistemic tools, such as analogies. Aiming this, students need to be encouraged to critically evaluate these tools, based on argumentative problem-solving contexts in which their proposals are fundamentally considered by the teacher. [ABSTRACT FROM AUTHOR]

At present, it is highly recognised the importance of teaching not only the contents of the science but also its nature. Models represent an important role in the construction and development of scientific knowledge as well as in the teaching of sciences. The general objective of the present work is to make a contribution to the way of teaching the concept of a scientific model. It is introduced a research design carried out by prospective teachers which includes the application of two analogies (black box and maps). Both analogies have been improved in relation to what appears in the bibliography. In this work, the students learning is exhibited either in qualitative and in quantitative terms. It is also shown the difficulties the students had when integrating both analogies and when constructing the scientific model concept. [ABSTRACT FROM AUTHOR]

From the discussion of the function of science education derived from a philosophical specific position here a definition and a typology of models and modelling for its use in science education is introduced. [ABSTRACT FROM AUTHOR]

Firstly, in this paper a theoretical scheme on the mechanisms of the analogical thinking in science education is summarised. Secondly, the degree of understanding reached by a group of students about the analogies used in class on the molecular model is analyzed. Finally, the relationship between analogical thinking and the students' mental models about the nature of the matter is studied. The collected data indicate a moderate but acceptable final level of understanding of the analogies used, as well the existence of a narrow relationship between the understanding analogies and the construction of a model for the matter. [ABSTRACT FROM AUTHOR]