Using Analogies in Middle and Secondary Science Classrooms

The FAR Guide – An Interesting Way to Teach With Analogies
Allan G. Harrison - Central Queensland University, Australia
Richard K. Coll - University of Waikato, Hamilton, New Zealand
Using Analogies in Middle and Secondary Science Classrooms
November 2007 | 288 pages | Corwin
Create Flyer

Purchase

Paperback
ISBN: 9781412913331
Available from January 0001

Description

"Makes a distinct contribution to science instruction. Many teachers attempt to use analogies and metaphors to introduce abstract concepts; however, little is available on how to do this with specific examples. The authors definitely address a need."
—Douglas Llewellyn, Professor of Science Education
St. John Fisher College

"Helps preservice and novice teachers use analogies and allows teachers to bridge the gap that sometimes occurs when students are learning abstract concepts. The examples cover a wide variety of subjects and are written in a concise, easy-to-understand voice."
—John D. Ophus, Assistant Professor of Science Education
University of Northern Iowa

Use the power of analogies to enliven your science classroom and meet national standards!

When analogies are effective, they readily engage students' interest and clarify difficult and abstract ideas. But not all analogies are created equal, and developing them is not always intuitive. Drawing from an extensive research base on the use of analogies in the classroom, Allan Harrison, Richard Coll, and a team of science experts come to the rescue with more than 40 teacher-friendly, ready-to-use analogies for biology, earth and space studies, chemistry, and physics.

The authors show teachers how and when to select analogies for instruction, why certain analogies work or break down, how to gauge their effectiveness, and how to improve them. Designed to enhance teachers' presentation and interpretation of analogies through focus, action, and reflection (FAR), this guidebook includes:

  • Key science concepts explained through effective models and analogies
  • Research findings on the use of analogies and their motivational impact
  • Guidelines that allow teachers and students to develop their own analogies
  • Numerous visual aids, science vignettes, and anecdotes to support the use of analogies

Linked to NSTA standards, Using Analogies in Middle & Secondary Science Classrooms will become a much-used text by teachers who want to enrich inquiry-based science instruction.

Contents

Acknowledgments

Acknowledgments

About the Editors and Contributors

About the Editors and Contributors

Introduction

Introduction

Part I. How We Can Use Analogies to Improve Science Teaching

  • 1. Teaching With Analogies: Friends or Foes?
  • 2. The Focus-Action-Reflection (FAR) Guide--Science Teaching Analogies
  • 3. Using Analogies to Increase Student Interest in Science
  • 4. Multiple Analogies Are Better Than One-Size-Fits-All Analogies
  • 5. Inquiry-Based Teacher- and Student-Generated Analogies

Part II. Analogies for Teaching Science

  • 6. Effective Biology Analogies
  • 7. Effective Chemistry Analogies
  • 8. Effective Physics Analogies
  • 9. Effective Earth and Space Science Analogies
  • References
  • Index

Additional materials

Description

"Makes a distinct contribution to science instruction. Many teachers attempt to use analogies and metaphors to introduce abstract concepts; however, little is available on how to do this with specific examples. The authors definitely address a need."
—Douglas Llewellyn, Professor of Science Education
St. John Fisher College

"Helps preservice and novice teachers use analogies and allows teachers to bridge the gap that sometimes occurs when students are learning abstract concepts. The examples cover a wide variety of subjects and are written in a concise, easy-to-understand voice."
—John D. Ophus, Assistant Professor of Science Education
University of Northern Iowa

Use the power of analogies to enliven your science classroom and meet national standards!

When analogies are effective, they readily engage students' interest and clarify difficult and abstract ideas. But not all analogies are created equal, and developing them is not always intuitive. Drawing from an extensive research base on the use of analogies in the classroom, Allan Harrison, Richard Coll, and a team of science experts come to the rescue with more than 40 teacher-friendly, ready-to-use analogies for biology, earth and space studies, chemistry, and physics.

The authors show teachers how and when to select analogies for instruction, why certain analogies work or break down, how to gauge their effectiveness, and how to improve them. Designed to enhance teachers' presentation and interpretation of analogies through focus, action, and reflection (FAR), this guidebook includes:

  • Key science concepts explained through effective models and analogies
  • Research findings on the use of analogies and their motivational impact
  • Guidelines that allow teachers and students to develop their own analogies
  • Numerous visual aids, science vignettes, and anecdotes to support the use of analogies

Linked to NSTA standards, Using Analogies in Middle & Secondary Science Classrooms will become a much-used text by teachers who want to enrich inquiry-based science instruction.

Contents

Acknowledgments

Acknowledgments

About the Editors and Contributors

About the Editors and Contributors

Introduction

Introduction

Part I. How We Can Use Analogies to Improve Science Teaching

  • 1. Teaching With Analogies: Friends or Foes?
  • 2. The Focus-Action-Reflection (FAR) Guide--Science Teaching Analogies
  • 3. Using Analogies to Increase Student Interest in Science
  • 4. Multiple Analogies Are Better Than One-Size-Fits-All Analogies
  • 5. Inquiry-Based Teacher- and Student-Generated Analogies

Part II. Analogies for Teaching Science

  • 6. Effective Biology Analogies
  • 7. Effective Chemistry Analogies
  • 8. Effective Physics Analogies
  • 9. Effective Earth and Space Science Analogies
  • References
  • Index

Additional materials

SAGE Publishing Logo

Using Analogies in Middle and Secondary Science Classrooms

The FAR Guide – An Interesting Way to Teach With Analogies

Allan G. Harrison , Richard K. Coll
Cancel Print

November 2007 | 288 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781412913331 $43.95
Hardcover 27/02/2023 9781412913324 $95.95

"Makes a distinct contribution to science instruction. Many teachers attempt to use analogies and metaphors to introduce abstract concepts; however, little is available on how to do this with specific examples. The authors definitely address a need."
—Douglas Llewellyn, Professor of Science Education
St. John Fisher College

"Helps preservice and novice teachers use analogies and allows teachers to bridge the gap that sometimes occurs when students are learning abstract concepts. The examples cover a wide variety of subjects and are written in a concise, easy-to-understand voice."
—John D. Ophus, Assistant Professor of Science Education
University of Northern Iowa

Use the power of analogies to enliven your science classroom and meet national standards!

When analogies are effective, they readily engage students' interest and clarify difficult and abstract ideas. But not all analogies are created equal, and developing them is not always intuitive. Drawing from an extensive research base on the use of analogies in the classroom, Allan Harrison, Richard Coll, and a team of science experts come to the rescue with more than 40 teacher-friendly, ready-to-use analogies for biology, earth and space studies, chemistry, and physics.

The authors show teachers how and when to select analogies for instruction, why certain analogies work or break down, how to gauge their effectiveness, and how to improve them. Designed to enhance teachers' presentation and interpretation of analogies through focus, action, and reflection (FAR), this guidebook includes:

  • Key science concepts explained through effective models and analogies
  • Research findings on the use of analogies and their motivational impact
  • Guidelines that allow teachers and students to develop their own analogies
  • Numerous visual aids, science vignettes, and anecdotes to support the use of analogies

Linked to NSTA standards, Using Analogies in Middle & Secondary Science Classrooms will become a much-used text by teachers who want to enrich inquiry-based science instruction.


Table Of Contents:

  • Acknowledgments
  • About the Editors and Contributors
  • Introduction
  • Part I. How We Can Use Analogies to Improve Science Teaching
  • 1. Teaching With Analogies: Friends or Foes?
  • 2. The Focus-Action-Reflection (FAR) Guide--Science Teaching Analogies
  • 3. Using Analogies to Increase Student Interest in Science
  • 4. Multiple Analogies Are Better Than One-Size-Fits-All Analogies
  • 5. Inquiry-Based Teacher- and Student-Generated Analogies
  • Part II. Analogies for Teaching Science
  • 6. Effective Biology Analogies
  • 7. Effective Chemistry Analogies
  • 8. Effective Physics Analogies
  • 9. Effective Earth and Space Science Analogies
  • References
  • Index

Recent Product Reviews:

Very good book on analogies, but could not adopt as primary text. It is a reference text for two learning objectives in my class.
Ms Nicole Lirette-Pitre, Secondary Teaching, Université de Moncton
"The authors explain that scientists use analogies regularly in their research and writing. Analogies such as a supermarket for the biological classification system and a school dance for chemical equilibrium are discussed for their individual effectiveness in stimulating learning."
CHOICE Magazine, June 2008, Vol. 45(10), American Library Association
"We need a book to help preservice and novice teachers use analogies and this resource allows teachers to bridge the gap that sometimes occurs when students are learning abstract concepts. The examples cover a wide variety of subjects and are written in a concise, easy-to-understand voice."
John D. Ophus, Assistant Professor of Science Education, University of Northern Iowa
"This book will make a definite contribution to the teaching of science."
Sara Lynne Murrell, Instructional Coach, Bethel Elementary School, Simpsonville, SC
"Makes a distinct contribution to science instruction. Many teachers attempt to use analogies and metaphors to introduce abstract concepts; however, little is offered on how to do this with specific examples. The authors definitely address a need."
Douglas Llewellyn, Professor of Science Education, St. John Fisher College

Recommendations