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Although analogies are commonly used in instruction, little is known for whom and under what conditions they are most beneficial. This descriptive study investigated the use of analogies in the design of instructional text. Twenty-six science textbooks, ranging from elementary to post-secondary level, were analyzed for the presence of analogies. A total of 216 analogies were identified and organized into several categories which were then synthesized into a classification system. Based on these results, a set of prescriptions regarding the nature and characteristics of the vehicle and topic and their relationship, the presence and amount of grounds and limitations and the appropriate format and position for an analogy in written instruction are proposed. Recommendations for additional research are suggested~

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This article describes instructional theory that supports post-industrial education and training systems -ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for postindustrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.

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