Abstract
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However, research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the evolution of an approach for using analogies in science teaching that addresses both findings from the research literature and recognises the needs of practising teachers.
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Specializations: learning and teaching science concepts, technology education.
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Treagust, D.F. The evolution of an approach for using analogies in teaching and learning science. Research in Science Education 23, 293–301 (1993). https://doi.org/10.1007/BF02357073
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DOI: https://doi.org/10.1007/BF02357073