K2P 8 Teaching with Analogies - part 2

Definition: Analogies are comparisons between two different concepts that highlight similarities, assisting in understanding.
Benefits:
- Build on existing experiences and knowledge of students.
- Encourage intrinsic motivation following the joining of new knowledge to prior experiences.
- Enhance understanding of new phenomena and problem-solving by relating to past experiences.
Concerns:
- May lead to misconceptions due to over-generalization and mapping of non-corresponding features of concepts.
- Important to apply analogies with caution to avoid confusion and misinterpretation.

Purpose: The FAR guide is designed to maximize the advantages of analogies in education.
Components: Developed to enhance teaching in higher education based on lecturer experiences and research evidence.
- Focusing Before Class:
  - Identify abstract, difficult, or unfamiliar aspects of the topic.
  - Understand students' relevant prior knowledge and experiences.
  - Ensure the chosen analog is familiar, current, and applicable across cultures.
- Action During Class:
  - Introduce the target science concept followed by the analogical concept.
  - Assess students' familiarity with the chosen analog.
  - Discuss mapable aspects (likes) and non-mappable aspects (unlikes) to clarify the limits of the analogy.
- Reflection After Class:
  - Evaluate the usefulness and clarity of the analogy used.
  - Consider ways to improve its application in future instruction.

Metaphor and Analogy: Metaphors share psychological processes with analogies; refer to Lakoff & Johnson's conceptual metaphor theory (1980) for deeper insights.
Educational Resources: Key studies and literature include:
- Glynn, S. (1994) - Techniques for Teaching with Analogies.
- Niebert & Gropengiesser (2013) - Communication of Climate Change in Metaphors.
- Harrison & Coll (eds) (2008) - Practical Applications of the FAR Guide in Classrooms.

Student-Created Analogies: Encourage students to develop their own analogies, fostering relatability and engagement.
Peer Testing: Allow students to evaluate each other’s analogies for their effectiveness.
Discussing Limits: Always have discussions around where the analogies may break down to clarify misconceptions.
Understanding Perspectives: Recognize differences in perception of analogies between lecturers and students—students approach unknown concepts via analogy while instructors use familiar concepts to clarify unknowns.
Cultural Sensitivity: Be mindful of cultural and gender differences in students’ experiences with analogies; having multiple analogies can cater to diverse backgrounds.
Variety in Analogies: Use different analogies for one concept, e.g., explaining cell structures as a city, factory, or house to accommodate varied understanding.

Awareness of Analogies: Acknowledge that educators often use analogies unconsciously in explanations (e.g. "That’s like…", "It’s the same as…").
Analysis of Textbook Analogies: Identify and analyze the use of analogies in textbooks (terms like similarly, likewise can indicate analogical statements).

Necessity for ongoing reflection and adaptation in the use of analogies to maximize learning while minimizing potential misconceptions.
For more resources and a complete reference list, consult the MOOC at: Coursera