Resumo

INFANTE-MALACHIAS, María Elena  e  BORGES DOS SANTOS, Diana. Meaningful Critical Learning by the proposition of explanatory analogies through of Analogical Didactic Model. Rev. electrón. investig. educ. cienc. [online]. 2013, vol.8, n.2, pp.21-32. ISSN 1850-6666.

In this text we discuss the Critical Meaningful Learning that can be exercised by students when they make explanatory propositions in science activities. We argued that the metacognitive exercise made by students through the development of analogies can promote and facilitate critical meaningful learning within the context of the school. In this paper we describe some activities made by students of higher education from Arts, Science and Humanities school from São Paulo's university. They used an analogical model (MDA) to explain the biological process of synthesis of proteins. Although we described here an experience with university students, we propose to extend the reflection and discussion about science education at all levels of schooling. The metacognitive exercise through the MDA Model can promote the consciousness about learning and contributes with the autonomous and critics individuals' formation one the objectives of Critical Meaningful Learning.

Palavras-chave : Critical Meaningful Learning; Science teaching; Analogical Didactic Model.

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