Teaching Biology with Extended Analogies

Gardner, Richard D.

doi:10.1525/abt.2016.78.6.512

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Analogies have potential to cause misconceptions, which can be reduced if the analogy is analyzed for where it breaks down (Champagne Queloz et al, 2017); for example, enzymes are not rigid like steel locks, and their flexibility aids in their function. According to Gardner (2016), "by asking students to . .…”

Section: Discussionmentioning

confidence: 99%

Virtual Exchange with Problem-Based Learning: Practicing Analogy Development with Diverse Partners

Rillero

Soykal²,

Bicer³

2020

The American Biology Teacher

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Problem-based learning via virtual exchange affords opportunities for students to learn biology while developing abilities to learn about and work with diverse others. We describe an activity using these methods, with goals for students to develop useful cell structure analogies, analyze how analogies are not perfect representations of target concepts, practice working with diverse others, deepen cell structure knowledge, and learn about people from another culture. We explain the framework for the activity and share student evaluation data. The activity had U.S. and Egyptian high school girls compare their Phoenix and Cairo homes, create an imagined combined home, construct an analogy for how cell structures and organelles are like parts of this home, and then analyze their analogy to see where it breaks down. The activity does not require special materials, only internet access through a computer or mobile phone and access to Google Docs. Students used critical and creative thinking, first to construct their analogies and then to analyze those analogies. Evaluation data suggest that students learned from the activity, enjoyed it, and appreciated the opportunity to work with someone from a different culture.

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Section: Discussionmentioning

confidence: 99%

Virtual Exchange with Problem-Based Learning: Practicing Analogy Development with Diverse Partners

Rillero

Soykal²,

Bicer³

2020

The American Biology Teacher

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“…Culturally responsive teaching approaches integrated into science classrooms with students from traditionally underrepresented groups have also been shown to increase interest and motivation in science (Bang and Medin, 2010;Brown, 2017). However, biology classrooms continue to subject students to rote memorization of cycles, stages, and phases, ultimately inhibiting the development of an informed populace (Reiss et al, 1999;Osborne, 2010;Bazzul, 2014;Gardner, 2016).…”

Section: Relevance and Literacy In The Science Curriculummentioning

confidence: 99%

Science for some: examining representations of relevancy and multiculturalism in Texas biology standards and textbooks

Vasquez,

Atwood

2023

Front. Educ.

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Curriculum standards play an important role in the development of instructional materials considering they are used as a framework by publishing companies to outline textbooks. Therefore, it is imperative that standards and instructional materials integrate relevant interdisciplinary content that fosters the development of scientific literacy, health literacy, environmental literacy, and multicultural awareness. This qualitative research critically examines the Texas Essential Knowledge & Skills (TEKS) biology standards and three commonly adopted biology textbooks to determine the degree of relevancy and inclusion of multicultural content using James A. Banks’ Levels of Integration of Multicultural Content. The researchers found that the inclusion of concepts of relevancy and multiculturalism are absent or minimal from the standards and textbooks and conclude that curricular transformation is needed to prioritize and support relevancy and multicultural teaching and learning in biology classrooms. Opportunities to enrich biology standards and textbooks that fall within the transformative approach and social action approach of Banks’ Levels of Integration of Multicultural Content to promote relevancy and multiculturalism are presented.

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“…Para além da aprendizagem conceitual, as analogias desenvolvem a criatividade e a imaginação, capacidades cognitivas de ordem superior dos indivíduos (GARDNER, 2016). Permitem a construção de um pensamento mais integral e interconectado (DAGHER, 1994).…”

Section: Fundamentação Teóricaunclassified

A Tomada de Consciência sobre o uso de Analogias Espontâneas: Contribuições de uma Formação Continuada Desenvolvida com Professoras de Ciências

Almeida

Diniz

2020

Ciênc. educ. (Bauru)

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Resumo: As analogias são comparações entre um conceito conhecido e um conceito desconhecido. No ensino de Ciências são usadas pelos professores para facilitar a aprendizagem de conceitos científicos, mas ao usá-las é necessário um planejamento sistematizado. O objetivo do estudo foi analisar a contribuição de uma formação continuada colaborativa e reflexiva para a tomada de consciência de professoras de Ciências sobre o uso espontâneo de analogias. A abordagem da pesquisa foi qualitativa e envolveu a participação de três professoras. Os dados utilizados para a análise foram as reflexões das participantes geradas no curso e em uma sessão de discussão em grupo. A Análise Textual Discursiva foi usada como referencial analítico. Os resultados indicam que o curso propiciou às professoras refletirem sobre a sua prática e questionarem acerca da formação inicial que tiveram. Os princípios de reflexão e colaboração são essenciais para a formação de professores de Ciências que usam as analogias no ensino.

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Teaching Biology with Extended Analogies

Cited by 9 publications

References 2 publications

Virtual Exchange with Problem-Based Learning: Practicing Analogy Development with Diverse Partners

Virtual Exchange with Problem-Based Learning: Practicing Analogy Development with Diverse Partners

Science for some: examining representations of relevancy and multiculturalism in Texas biology standards and textbooks

A Tomada de Consciência sobre o uso de Analogias Espontâneas: Contribuições de uma Formação Continuada Desenvolvida com Professoras de Ciências

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