Analogies and metaphors as resources for teaching and learning: a systematic review
Abstract
The success of the teaching-learning process lies in knowing how to sufficiently relate the concepts that are new or abstract with simpler and more familiar structures for the student. One way to do this is through the use of analogies and metaphors. Given that knowledge on the subject is scattered and poorly systematized, the purpose of this study was to carry out a systematic review of empirical articles concerning analogies and metaphors in teaching and learning. The present study made use of the PRISMA-NMA method, following the quality steps to perform a systematic review. The databases used were Redib, Doaj, SciELO, Redalyc, Dialnet and ScienceDirect, in which the keywords entered were: Analogical Reasoning, Analogical Thinking and Conceptual Metaphor. After applying the inclusion and exclusion criteria, 23 analysis samples were obtained. It was found that most of the articles confirmed the effectiveness of metaphors and analogies, the use of the latter being more frequent than the former. In addition, it was determined that a large part of the articles had explanatory scope, their educational level of application was mainly Primary and Secondary and the disciplinary area of ??greatest interest was the teaching of language. Regarding the uses that have been given to these tools, the main one was to evaluate performance or understanding and the second, the teaching of a new concept. The results allow the detection of trends and vacancies in the area.
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