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Analogies in Modelling-Based Teaching and Learning

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Modelling-based Teaching in Science Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 9))

Abstract

The creation and use of analogies play important roles in modelling. An analogy is created when some aspects of an unknown target are compared with those of a source about which more is known. The drawing of an analogy between a target and a source involves following a series of steps, the nature of the possible relationship being bounded by a series of requirements and constraints. Suitable analogies, once created, play central roles in providing explanations for difficult models , acting as teaching models to promote the understanding of conceptually difficult target models. This role has been extensively investigated in science education. MBT provides an opportunity to introduce students to the creative role of analogies. A case study is presented on the creative use of analogy in each aspect of a modelling activity is facilitated by MBT. The teacher’s part in the operation of both these roles – explanatory and creative – is outlined.

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Notes

  1. 1.

    In more details, the TWA consists of six operations that teachers have to follow: “1. Introduce target concept . 2. Cue retrieval of analog concepts. 3. Identify relevant features of target and analog. 4. Map similarities. 5. Indicate where analogy breaks down. 6. Draw conclusions.” (Glynn et al., 1995, p. 261). They also admit that the order in which the operations are carried out may vary, as well as the number of times any operation is carried out.

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  1. The University of Reading, Berkshire, UK

    John K. Gilbert

  2. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Rosária Justi

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Gilbert, J.K., Justi, R. (2016). Analogies in Modelling-Based Teaching and Learning. In: Modelling-based Teaching in Science Education. Models and Modeling in Science Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-29039-3_8

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