Brown, Simon, and Salter, Susan (2010) Analogies in science and science teaching. Advances in Physiology Education, 34 (4). pp. 167-169.

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Abstract

Analogies are often used in science, but students may not appreciate their significance, and so the analogies can be misunderstood or discounted. For this reason, educationalists often express concern about the use of analogies in teaching. Given the important place of analogies in the discourse of science, it is necessary that students are explicitly shown how they work, perhaps based on the structure-mapping theory we outline here. When using an analogy, the teacher should very clearly specify both its components and its limitations. Great care is required in developing an analogy to ensure that it is understood as intended and that misconceptions are minimized. This approach models the behavior of a scientist, which helps to develop student understanding of the practice of science.

Item ID:	53036
Item Type:	Article (Short Note)
ISSN:	1522-1229
Keywords:	analogy; misconception; structure-mapping theory
Date Deposited:	24 Jun 2018 23:33
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50% 13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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