Abstract
To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style (Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison & Treagust, 1993).
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Thiele, R.B., Venville, G.J. & Treagust, D.F. A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools. Research in Science Education 25, 221–230 (1995). https://doi.org/10.1007/BF02356453
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DOI: https://doi.org/10.1007/BF02356453