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Resumen: Se presenta la valoracion que 5 profesores y 218 estudiantes de 3o ESO hacen de las analogias incluidas en una propuesta de ensenanza para el estudio de los estados de agregacion. Con las analogias como recurso didactico se pretendia que los alumnos comprendieran el modelo cinetico molecular de la materia necesario para justificar las propiedades de solidos, liquidos y gases, y su comportamiento durante los cambios de estado. Se utilizaron diferentes analogias (batallon militar, pista de baile, partido de futbol y clase de educacion fisica), con una estrategia didactica que evoluciona desde la presentacion de la analogia por el profesor a la construccion de la analogia por los estudiantes. Para valorar las analogias se ha diferenciado el grado en que se comprenden y se consideran adecuadas, viables e interesantes para la ensenanza de las ciencias. Tanto profesores como alumnos han valorado positivamente las analogias empleadas; los primeros comparten su intencionalidad y dificultad didactica, y los segundos consideran que las analogias son una herramienta util que les ayuda no solo a comprender el modelo cinetico molecular sino a explicar las propiedades y cambios de los estados de agregacion de la materia, es decir, el fenomeno en si mismo. Palabras clave: analogias; percepciones; propuesta de ensenanza; estados de agregacion de la materia; educacion secundaria obligatoria. Perception of teachers and students at 3th year of Secondary School about they use analogies to understand the states of the matter Abstract: In this study we show the perception of 5 teachers and 218 students at 3th year of Secondary School about the analogies included in an educational unit to understand the states of matter. We expected our students understood the molecular kinetic model of matter with analogies, since it is necessary to explain the properties of the solid, liquid and gaseous state of matter and to prove their performance during the change of state. Different types of analogies were used: a battalion, a dance floor, a football match and a PE class, with an evolving didactic strategy starting with the presentations of analogies by the teacher and ending by the fulfilment of analogies by the students. To evaluate these analogies it has been distinguished the degree by which they are understood, suitable, viable and interesting for the study of Science. The analogies used have been considered positive by both, teachers and students. Teachers share their wilfulness and didactic difficulty and students think analogies are useful tools which help them to understand the molecular kinetic model to explain the properties and the changes of the states of matter, that is to say, to understand the phenomenon itself. Keywords: analogies; perceptions; educational design; states of the matter; secondary school. DOI: 10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2104

Percepción de profesores y estudiantes de 3º ESO sobre el uso de analogías en el estudio de los estados de agregación de la materia