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~
Hypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia–based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia–based information systems can and should play in an instructional or learning environment is set forth.
This textbook survey analyzes the construction and use of analogies in social science texts and compares the results to an earlier analysis of physical science texts. Although the results indicate that the categories in the Curtis and Reigeluth classification system for analogy construction were consistent across disciplines, several differences were revealed related to how and when the analogy is used as an instructional design strategy.
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