FAMILIARIDADE DE ALUNOS DE ENSINO MÉDIO COM SITUAÇÕES ANALOGAS.

The following paper presents a study about the student familiarity with analogue situations. In order to do this, it was determined to what extent analogue situations presented to students in teaching activities can be considered familiar as well as their justifications given to evaluate the familiarity. Then, firstly were used some questionnaires that were applied to 112 second and third grade students of four High Schools in Candelária, Nova Palma and Santa Maria in the state of Rio Grande do Sul, Brazil. After that, some individual interviews with a sample of 06 students from one of the schools involved in the study was done. The answer analysis showed that: a) the students considered familiar just the situations effectively lived; b) some students created new analogies, comparing them to the ones already presented, just changing from student to student the analogy elaborated; c) the analogues that seem appropriated to scientists and teachers sometimes were not presented in the same way to the students, once they rejected them; d) the need for justifying the analogues familiarity enabled the students to explore their personal experiences in order to find out other analogues that could justify the first ones; e) the justifications to the familiarity came from different foundations while some students recurred to lived situations and/or professional experiences, others appeal to the knowledge classified in the school contents; f) the students showed scientific knowledge and information which were learned in and out of the school as well as they used these knowledge and informations to produce their answers; g) the analogues came from a conceptual topic of a specific scientific domain, always face the risk of being little familiar; h) in some regions, some analogue situations showed not familiar to students and familiar to others; i) the socio-cultural aspects from the region where the students live tend to condition the knowledge they use to demonstrate upon the analogues. Finally, it is suggested that teachers verify which analogues should be used in a given context. Besides that, it is advisable, during the analogy teaching, to give preference to analogues present in the students everyday life or suggested by them. [ABSTRACT FROM AUTHOR]