In this paper, the importance of the active role of the student in the classroom, when they are learning with analogies in chemistry education, is justified. In this context, the value of the monitoring paper of the teacher in the teaching with analogies is also analysed. Finally, in order to facilitate the analogical thinking of the students, several options and examples of learning tasks with analogies are pointed out. [ABSTRACT FROM AUTHOR]
In this paper an analysis is carried out concerning the professional knowledge desirable for physics teachers in the use of analogies as an educational resource. Within this objective, there is discussion of certain theoretical aspects which need to be borne in mind when analogies are used in physics classes, as well as other aspects connected with the skills or expertise which as teachers we should have in these cases. All this is accordance with the conclusions which derive from educational research. [ABSTRACT FROM AUTHOR]