Investigaciones sobre el uso de analogías en el aula de ciencias: una revisión sistemática

Abstract

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 and their implementation in the classroom. Thus, this work shows a systematic review of the scientific literature in the Web of Science and Scopus databases on the subject between 2000 and 2020.  Results show 10 articles that meet the established inclusion criteria and, after their analysis, it is concluded that, although the sample is small, 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