a604707b-2cbb-46f8-b0a2-75b1332f8aee20250611045208813wseas:wseasmdt@crossref.orgMDT DepositWSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION2224-34101790-197910.37394/232010http://wseas.org/wseas/cms.action?id=40014120254120252210.37394/232010.2025.22https://wseas.com/journals/education/2025.phpEduardo A.GagoComputer and Multidisciplinary Laboratory of Basic Sciences, National Technological University – Rosario Regional Faculty, Zeballos 1341, ARGENTINAPaola A.SzekietaComputer and Multidisciplinary Laboratory of Basic Sciences, National Technological University – Rosario Regional Faculty, Zeballos 1341, ARGENTINALucas I.D’alessandroComputer and Multidisciplinary Laboratory of Basic Sciences, National Technological University – Rosario Regional Faculty, Zeballos 1341, ARGENTINAReasoning by analogies involves identifying a system of common relations between two situations and generating additional deductions based on coincidences. These coincidences can also include similarities of concrete properties between the situations being analysed, contributing to infer associations or mental constructions of learning through relational thinking. This paper outlines the proposal to teach the topic Ordinary Differential Equations (ODEs) with Constant Coefficients (CC) through the analysis of basic engineering models with a view to find the analogies that lie in the systems presented. The aim is to identify and compare variables in equations in their symbolic, numerical and graphical aspects. Although this may seem a very complex process, it is evident that the strategy of teaching a topic by analogies allows to promote competency-based teaching.6112025611202551606https://wseas.com/journals/education/2025/a125110-005(2025).pdf10.37394/232010.2025.22.6https://wseas.com/journals/education/2025/a125110-005(2025).pdfJ. Bilbao, E. Bravo, O. García, C. Rebollar, C. Varela, A. Uukkivi, O.labanova, M. Latõnina, E. Safiulina, A. Cellmer, J. Cymerman, Igor Kierkosz, K. Brown, G. Kelly, A.P. Lopes, F. Soares, C. Feniser, V. Bocanet, F. Rusu, Exploring and Developing a Shared Understanding of the Issues Surrounding Engineering Mathematics, WSEAS Transactions on Information Science and Applications, Vol.17, No.1, 2020, pp. 32-40. https://doi.org/10.37394/23209.2020.17.4. K. Holyoak, R. Morrison, The Cambridge Handbook of Thinking and Reasoning, Cambridge University Press, 2005. M. Carretero, M. Asensio, Psychology of thinking, Alianza Publications, 2014. R. Minervino, C. Molinari Marotto, The role of extra-contextual and contextual similarities in analogical mapping, Interdisciplinary, Vol.1, No.1, 2004, pp. 221-248. M. Moreira. Mental models, Research in science teaching, Vol.1, No.3, 1996, pp. 193- 232. B. González, T. Moreno, J. Fernández, Teaching models with analogies, Proceedings of the 19th Meeting on the Didactics of Experimental Sciences, Vol.1, No.1, 2000, pp. 161-169. J. Oliva, P. Azcárate, A. Navarrete, Models of teaching with analogies as a resource in the science classroom. International Journal of Science Education, Vol.29, No.1, 2007, pp. 45-66. doi: 10.1080/09500690600708444. R. Nagle, E. Saff, A. Snide, Fundamentals of Differential Equations with Boundary Value Problems. Pearson Education Limited, 2022. D. Zill, M. Cullen, Different Equations with Boundary Value-Problems. Cengage Learning, 2008. 10.1016/s0364-0213(83)80009-3D. Gentner. Structure-mapping: A theoretical framework for analogy, Cognitive Science, Vol.7, No.2, 1983, pp. 155-170. 10.1017/cbo9780511529863.001S. Vosniadou, A. Ortony, Similarity and analogical reasoning, Cambridge University Press, 1989. 10.1037//0003-066x.52.1.45D. Gentner, A. Markman, Structure mapping in analogy and similarity, American Psychological Association, Vol.52, No.1, 1997, pp. 45-56. https://doi.org/10.1037/0003- 066X.52.1.45. R. Minervino, M. Trench, The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems, Journal of Cognitive Education and Psychology, Vol.15, No.3, 2016, pp. 428-442. http://dx.doi.org/10.1891/1945-8959.15.3.428. J. LeFevre, P. Dixon, Do written instructions need examples? Cognition and Instruction, Vol.3, No.1, 1986, pp. 1–30. P. Pirolli, J. Anderson, The role of learning from examples in the acquisition of recursive programming skills. Canadian Journal of Psychology, Vol.39, No.1, 1985, pp. 240–272. S. Beckmann, Solving algebra and other story problems with simple diagrams: A method demonstrated in grade 4–6 texts used in Singapore, The Mathematics Educator, Vol.14, No.1, 2004, pp. 42–46. A. Glenberg, T. Gutierrez, J. Levin, S. Japuntich, M. Kaschak, Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, Vol.96, No.1, 2004, pp. 424–436. doi: 10.1037/0022-0663.96.3.424. 10.1080/15326900701399962N. Wilson, R. Gibbs, Real and imagined body movement primes metaphor comprehension. Cognitive Science, Vol.31, No.1, 2007, pp. 721–731. doi: 10.1080/15326900701399962. A. Glenberg, J. Willford, J., B. Gibson, A. Goldberg, X. Zhu, Improving reading to improve math, Scientific Studies of Reading, Vol. 4, No.1, 2011, pp. 316–340. doi: 10.1080/10888438.2011.564245. A. Cunska, Prototype of Project AI4Math: Interdisciplinary and Innovative Technology for Accelerated Learning of Mathematics, WSEAS Transactions on Business and Economics, Vol. 19, No.1, 2022, pp. 1839- 1848. https://doi.org/10.37394/23207.2022.19.165. M. Gick, K. Holyak, Analogical Problem Solving. Cognitive Psychology. Vol.12, No.1, 1980, pp. 306-355. https://doi.org/10.1016/0010-0285(80)90013- 4. 10.1037//0278-7393.28.4.672I. Blanchette, K. Dunbar, Representative change and analogy: How analogical inferences alter target representations. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol.4, No.1, 2002, pp. 672-685. doi: 10.1037/0278- 7393.28.4.672. 10.1016/b978-0-12-375000-6.00022-7D. Gentner, L. Smith. Analogical reasoning. Encyclopedia of Human Behavior, Vol.1, No.1, 2012, pp. 130-136. R. Bird, W. Stewart, E. Lightfoot, Transport Phenomena, John Wiley & Sons, 2006.