Analojilerin Fen Eğitimindeki Yeri ve Önemi

Abstract

-Information has been given in this study on analogy, analogy and teaching, classification of analogies, the advantages of analogies and principles that are considered in the creating of analogies. Examples of analogies on physics, chemistry and biology have been provided from the literature. The document analysis method was used in this study. Analogies create positive effects on the teaching and learning of concepts, the determining and eliminating of misconceptions. Analogies are associated with concepts and daily life. Analogies visualize concepts. Analogies are effective in making permanent information. Analogies support conceptual understanding and conceptual change. Analogies have an effect on critical thinking, reasoning and problem solving, science process skills. Analogies organize information and make connections between information.Analogies create a positive impact on attitudes and views regarding the course. Analogies increase student participation, student performance and student satisfaction. Analogies are enjoyable, curious and interesting activities.Key words: education, science, analogy. SummaryAs individuals solve a problem in their daily lives, they use various skills. These skills

How should textbook analogies be used in teaching physics?

“…As the literature indicates, analogies are similar to double-edged swords and they should be used carefully to prevent students developing misconceptions [6,[8][9][10][11]. Thus, as well as which analogies are used in science teaching, how such analogies are used should be identified [11,21].…”

“…Analogies can be used to understand difficult concepts and to make abstract concepts more concrete [7]. The use of analogies in the teaching of abstract and difficult concepts may help students' conceptualization; however, analogies are considered double-edged swords-if not used carefully, they may cause misconceptions [6,[8][9][10][11], particularly when the analogy breaks (i.e., when the analog and target do not share similar features), students may transfer dissimilar parts of the analogies to their learning and consequently misunderstand taught concepts [12]. Thus, not only is it important to consider which analogies are used in the teaching of scientific concepts, but also how analogies are constructed and used in textbooks and science classes.…”

“…similarities between target and analog are mapped. Finally, a conclusion is drawn for the target and dissimilarities between analog and target are examined [4,5,8,9,[22][23][24][25]. The order of the last two steps of this approach are sometimes exchanged (i.e., first examination of dissimilarities between analog and target occurs, then arriving at a conclusion about the target [4,23]).…”

Determination of Analogies for the Chemistry Concepts in the 7th Grade Science Textbook

“…Kayhan (2009), analojiyi bireyin daha önce karşılaşmadığı ya da hakkında herhangi bir fikrinin olmadığı konu veya durumun, bireyin önceden bildiği konu veya durumla ilişkilendirilerek öğrenme sürecine katkı sağlayan fikir yürütme aşaması olarak nitelendirmektedir. Analojiler, bilginin uzun süreli bellekte yer almasına olanak sağlayarak (Çalık, 2017) soyut kavramları somutlaştırmak (Dagher, 1998) (Didiş, 2015;Harman & Çökelez, 2017). İşaret edilen transfer sonucu Harrison & Treagust (2006), analojileri iki tarafı keskin kılıca benzetmişlerdir.…”

“…While applying analogies, attention should be paid to the relationship between the target concept and the analog concept, because not only similar characteristics but also dissimilar characteristics of the analog concept can be transferred to the target concept by the learners (Treagust et al, 1998). This transfer can lead to false learning or misconceptions (Didiş 2015, Harman & Çökelez, 2017. Thus, the analogies are likened to double-edged swords (Harrison & Treagust, 2006).…”