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Analogies in science and science teaching
Citation
Brown, SC and Salter, S, Analogies in science and science teaching, Advances in Physiology Education, 34, (4) pp. 167-169. ISSN 1043-4046 (2010) [Refereed Article]
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Copyright Statement
Copyright 2010 The American Physiological Society
DOI: doi:10.1152/advan.00022.2010
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 Details
Item Type: | Refereed Article |
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Keywords: | anaologies, science teaching, misconception |
Research Division: | Biological Sciences |
Research Group: | Biochemistry and cell biology |
Research Field: | Analytical biochemistry |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Brown, SC (Dr Simon Brown) |
UTAS Author: | Salter, S (Mrs Susan Salter) |
ID Code: | 73947 |
Year Published: | 2010 |
Web of Science® Times Cited: | 12 |
Deposited By: | Health Sciences A |
Deposited On: | 2011-11-02 |
Last Modified: | 2014-12-19 |
Downloads: | 3 View Download Statistics |
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