USING ANALOGIES

Chapter 1: Introduction

• Purpose of Analogy in Teaching:

  • An analogy compares features from two different domains; a familiar source domain and an abstract target domain.

  • Example: Comparing an eye to a camera helps in explaining how an eye works by relating it to something students may understand.

• Implementation of Analogy:

  • Structured approach to utilize analogies effectively in science classrooms.

  • Utilizes the FAR guide (Focus, Action, Reflection).

Chapter 2: Metaphor or Analogy

• Focus:

  • Prepare and reflect before introducing an analogy.

  • Ensure clarity on the science concept you are communicating—is it difficult or abstract for students?

  • Assess students' preconceptions and existing knowledge regarding the concept.

  • Evaluate the familiarity of the analogy itself (the analog). An analogy must be relatable to students.

Chapter 3: Popular Analogies

• Common Pitfalls:

  • 80% of analogies that fail in teaching are because they are unfamiliar to students.

  • Popular, yet ineffective analogies:

    • Atom as a Solar System: Many students lack experience to relate to the solar system.

    • Brain as a Computer: Not all students understand computer functionality.

• Choosing Analogies:

  • Select examples that resonate with students’ experiences, not just the teacher's familiarity.

Chapter 4: Action

• In-class Implementation:

  • Discuss the similarities and differences between the analogy and the target concept (likes and unlikes).

  • Example: When using the eye-camera analogy, similarities include:

    • Protective Structures: The camera cap comparable to the eyelid.

    • Focusing Mechanism: How both allow focusing on objects.

  • Limitations of Analogies:

    • Recognize where the analogy does not hold, e.g., a camera takes discrete pictures while the eye continuously sends images to the brain.

Chapter 5: Reflection

• Post-lesson Reflection:

  • Analyze the success of the analogy.

  • Identify what worked well and what didn’t to refine the approach for future lessons.

  • Consider complexity, familiarity, and how analogies were presented to students.

  • Explicitly write down the relevant aspects of the analogy and its limitations to prepare for effective lesson delivery.

  • Example in Biology: Comparing protein biosynthesis to constructing a house, with various roles assigned (e.g., DNA as the master plan, the nucleus as the architect's office).