Student teachers’ use of analogies in science instruction

Jarman, Ruth

doi:10.1080/0950069960180710

Cited by 17 publications

(15 citation statements)

References 10 publications

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“…Similarly, 53%, 35%, 26%, and 27% of the 300-level, the 500-level, and the two special topics biochemistry class-hours contained at least one analogy. Jarman (1996) indicated that student teachers' use of analogies depended on their personal teaching styles and their perceptions of the abilities of their students, with the student teachers using more analogies with students they perceived as being of lower ability. As noted previously, similar results were obtained in this study of biochemistry instructors.…”

Section: Assertionmentioning

confidence: 99%

“…Jarman (1996) noted that student teachers could not see any reason for including such an explanation; they considered a simple statement of the analogy to be a sufficient explanation of a given target concept. In another study, Thiele and Treagust (1994a) found that more experienced instructors did not always explain their analogies either, but they often supplemented their analogy explanations with a pictorial component.…”

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

“…Interestingly, although many of the instructors who have been interviewed about their use of analogies in secondary science classrooms mentioned that it is important to explicitly point out the limitations of analogies to their students, they rarely do so in practice Thiele and Treagust, 1994a;Jarman, 1996;Oliva, 2003;Harrison and De Jong, 2005;Taber et al, 2006).…”

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

“…Moreover, as their teaching experience increases, their reasons for using analogies become more sophisticated. Student teachers state that they use analogies either to help students understand difficult topics or to entertain students (Jarman, 1996). More established teachers say that they use analogies not just to promote learning and understanding of difficult or abstract concepts (see, for example, Harrison and De Jong, 2005) but also to engage students and give them ownership over their learning (Taber et al, 2006), to help students overcome misconceptions, or to help students visualize different concepts Harrison and De Jong, 2005).…”

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

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Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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Section: Assertionmentioning

confidence: 99%

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

Section: Science Instructors' Perceptions and Use Of Analogiesmentioning

confidence: 99%

See 2 more Smart Citations

Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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“…Esses estudos têm analisado diferentes aspectos relacionados ao uso de analogias, seja em textos didáticos (CURTIS; REIGELUTH, 1984;GILBERT, 1989;THIELE;TREAGUST, 1995;IDING, 1997;TERRAZZAN et al, 2000;MONTEIRO;JUSTI, 2000;TERRAZZAN et al, 2005), seja por professores durante suas exposições e explicações em sala de aula (TREAGUST et al, 1992;THIELE;TREAGUST, 1994;DAGHER, 1994;DAGER, 1995;FARMAN, 1996;FERRAZ, 2001), ou ainda como base para atividades de ensino, enfocando aspectos distintos, dentre eles a habilidade para resolver problemas (FRIEDEL et al, 1990), a compreensão de textos (VOSNIADOU; SCHOMMER, 1988;GILBERT, 1989), a geração espontânea de analogias na explicação de conceitos (WONG, 1993), as possibilidades de mudança conceitual (TREAGUST et al, 1992;BROWN, 1994;DAGHER, 1994;TREAGUST et al, 1996;VENVILLE;TREA-GUST, 1996), o uso de analogias múltiplas (SPIRO, 1989) e a compreensão de conceitos/fenômenos científicos (GENTNER; GENTNER, 1983;BROWN, 1992;CLEMENT, 1993;HARRISON;TREAGUST, 1993;JOSHUA, 1989;DU-PIN;JOSHUA, 1990;HEYWOOD;PARKER, 1997;TERRAZZAN, 2008).…”

Section: Introductionunclassified