<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132019000300607</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190030003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Argumentação de estudantes na criação e crítica de analogias sobre o Modelo Atômico de Thomson]]></article-title>
<article-title xml:lang="en"><![CDATA[Students&#8217; argumentation in the creation and critique of analogies of Thomson&#8217;s Atomic Model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Tatiana Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Paula Cristina Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mozzer]]></surname>
<given-names><![CDATA[Nilmara Braga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto Instituto de Ciências Exatas e Biológicas ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>607</fpage>
<lpage>624</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000300607&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000300607&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000300607&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho buscamos compreender como a estratégia de criação e crítica de analogias por estudantes de Química pode favorecer o engajamento em argumentação e a aprendizagem do modelo atômico de Thomson. Foi produzida uma Unidade Didática e o desenvolvimento da mesma em uma turma de 1º ano do ensino médio foi registrado em áudio e vídeo. Um estudo de caso foi desenvolvido para um grupo de estudantes. A análise do caso indica que os estudantes se envolveram em argumentação ao apresentarem as correspondências e limitações das comparações, o que favoreceu a defesa de posicionamentos, a refutação e a avaliação das ideias sobre as comparações deles. A estratégia contribuiu para a aprendizagem de aspectos complexos relacionados ao modelo, como a movimentação dos elétrons. Consideramos que essa estratégia possa ser potencialmente útil no contexto do ensino de Química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, we aim to explain how the strategy for the creation and critique of analogies of Chemistry students can favor engagement with argumentation and the learning of the atomic model proposed by Thomson. A Didactic Unit was produced and used with a first-year high school class. The class was recorded on audio and video, and a case study was developed of a group of students. The analysis of the case indicates that the students were involved in argumentation when they presented the correspondences and limitations of comparisons, which favored the defense of their opinions, the rejection, and assessment of ideas concerning their comparisons. The strategy contributed to the learning of complex aspects related to the model, such as the movement of electrons. We believe that this strategy may be potentially useful in the context of Chemistry teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Analogia]]></kwd>
<kwd lng="pt"><![CDATA[Relações analógicas]]></kwd>
<kwd lng="pt"><![CDATA[Modelo atômico de Thomson]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de química]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Analogy]]></kwd>
<kwd lng="en"><![CDATA[Logical relations]]></kwd>
<kwd lng="en"><![CDATA[Thomson&#8217;s Atomic Model]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[Secondary school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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