<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000200398</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-2.15890</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Son las analogías una herramienta eficaz para la enseñanza? Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Are analogies an effective Tool for teaching? A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[As analogias são uma ferramenta de ensino eficaz? Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ceccacci-Sawicki]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portela]]></surname>
<given-names><![CDATA[María Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salica]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olguín]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Comahue  ]]></institution>
<addr-line><![CDATA[Cipolletti ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Comahue  ]]></institution>
<addr-line><![CDATA[Cipolletti ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional del Comahue  ]]></institution>
<addr-line><![CDATA[Cipolletti ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional del Comahue  ]]></institution>
<addr-line><![CDATA[Cipolletti ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional del Comahue  ]]></institution>
<addr-line><![CDATA[Cipolletti ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>398</fpage>
<lpage>415</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000200398&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000200398&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000200398&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  En la enseñanza suele utilizarse como herramienta la comparación de dos situaciones que comparten una estructura relacional similar. Este recurso se denomina razonamiento analógico y ha sido ampliamente estudiado, aunque los conocimientos al respecto no se encuentran sistematizados.  Objetivo.  Realizar una revisión de los artículos empíricos referidos a la enseñanza mediante analogías y, específicamente, indagar los resultados en cuanto a su efectividad.  Metodología.  Se utilizó el método PRISMA-NMA para realizar una revisión bibliográfica sistemática. Las bases de datos utilizadas fueron Dialnet, DOAJ, Pubmed y ScienceDirect, introduciendo los términos de búsqueda: razonamiento analógico + enseñanza y pensamiento analógico + enseñanza, en español e inglés. Luego de aplicar los criterios de inclusión/exclusión se obtuvieron 19 artículos que contenían un total de 24 elementos muestrales.  Resultados.  Se encontró que estos trabajos refieren con mayor frecuencia al nivel superior y a las ciencias exactas. Además, el principal uso dado a las analogías fue la enseñanza de un concepto novedoso. Principalmente las analogías utilizadas fueron provistas por las personas investigadoras y se expusieron de manera explícita los análogos y sus puntos de comparación.  Discusión.  La mayoría de los estudios obtuvieron resultados positivos, lo que indicaría la utilidad de este recurso para la enseñanza. Resulta llamativo que, al contrario de lo sugerido por especialistas, la proveniencia de los análogos y el grado de explicitación de la analogía parecen no afectar su efectividad. Se encuentran como áreas de vacancia otros usos menos estudiados de las analogías y su utilización en otros niveles educativos y áreas disciplinares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  One commonly used teaching tool is comparing two situations that share a similar relational structure. This tool is known as analogical reasoning and has been extensively studied, although the knowledge about it has not been systematized.  Objective.  To conduct a review of empirical articles that pertain to teaching through analogies and specifically investigate their effectiveness.  Method. A systematic bibliographic review was conducted using the PRISMA-NMA method. The databases used were Dialnet, DOAJ, Pubmed, and ScienceDirect, with the search terms analogical reasoning + teaching and analogical thinking + teaching entered in both Spanish and English. Inclusion and exclusion criteria were applied, resulting in 19 articles containing a total of 24 sample elements.  Results.  The studies were found to more frequently refer to higher education and the exact sciences. The primary use of analogies was to teach a novel concept. Researchers primarily provided the analogies used, with the analogs and their points of comparison being explicitly stated.  Discussion. The majority of study results were positive, suggesting that analogies are a useful teaching resource. It is noteworthy that, contrary to what specialists suggest, the origin of the analogs and the degree of explicitness of the analogy do not seem to affect its effectiveness. Other less studied uses of analogies and their use in other educational levels and disciplinary areas are found to be areas of vacancy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  No ensino, a comparação de duas situações que compartilham uma estrutura relacional semelhante é frequentemente usada como ferramenta. Esse recurso é denominado raciocínio analógico e tem sido amplamente estudado, embora o conhecimento sobre ele não seja sistematizado.  Objetivo.  Realizar uma revisão dos artigos empíricos referentes ao ensino por analogias e, especificamente, investigar os resultados quanto à sua eficácia.  Metodologia.  Foi realizada uma revisão bibliográfica sistemática seguindo o método PRISMA-NMA. foram utilizadas as bases de dados Dialnet, DOAJ, Pubmed e ScienceDirect, introduzindo os termos de busca &#8220;analógico raciocínio&#8221; + &#8220;ensino&#8221; e &#8220;analógico pensamento&#8221; + &#8220;ensino&#8221;, em espanhol e inglês. Após a aplicação dos critérios de inclusão/exclusão, foram obtidos 19 artigos que continham um total de 24 elementos amostrais.  Resultados. Constatou-se que esses trabalhos referem-se com maior frequência ao nível superior e as ciências exatas. Além disso, o principal uso dado às analogias foi o ensino de um conceito novo. As analogias utilizadas foram fornecidas pelos pesquisadores, principalmente, e os análogos e seus pontos de comparação foram explicitamente declarados.  Discussão.  A maioria dos estudos foi positiva, sugerindo que as analogias são um recurso de ensino útil. Chama a atenção que, ao contrário do que sugerem os especialistas, a origem dos análogos e o grau de explicitação da analogia não parecem afetar sua eficácia. Outros usos menos estudados das analogias e seu uso em outros níveis de ensino e áreas disciplinares são encontrados como áreas de vacância.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pensamiento analógico]]></kwd>
<kwd lng="es"><![CDATA[razonamiento analógico]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[analogical reasoning]]></kwd>
<kwd lng="en"><![CDATA[analogical thinking]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[pensamento analógico]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio analógico]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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