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Scientific Analogies and Their Use in Teaching Science

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Abstract

Analogy in science knew its successes and failures, as illustrated by examples from the eighteenth-century physics. At times, some scientists abstained from using a certain analogy on the ground that it had not yet been demonstrated. Several false discoveries in the 18th and early 19th centuries appeared to support their caution. It is now clear that such a position reflected a methodological confusion that resulted from a failure to distinguish between particular and general analogies. Considering analogy as a hierarchical structure provides a new insight into ‘testing an analogy’. While warning science teachers of dangers associated with use of analogy, historical cases and their analysis provided here may encourage them to use analogy more extensively while avoiding misconceptions. An argument is made that the history of science may be a better guide than philosophy of science and cognitive psychology when it concerns the role of analogy in science and in teaching science for understanding.

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    Nahum Kipnis

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Kipnis, N. Scientific Analogies and Their Use in Teaching Science. Sci Educ 14, 199–233 (2005). https://doi.org/10.1007/s11191-004-6406-y

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