Using Analogies

Research Findings:
Although some research studies prior to the 1980s have been conducted on the use of analogies, a new interest in this area has produced several in-depth studies that indicate that using analogies assists in concept development. This is particularly true when students have alternative conceptions about a particular concept. Research in this area tends to be qualitative in nature, and the conceptual change that occurs may not result in higher scores on multiple choice science tests of facts and concepts.

In the Classroom:
Textbooks and teachers sometimes use analogies to help familiarize students with concepts that are abstract and outside their previous experience. To be effective, analogies must be familiar to students, and their features/functions must be congruent with those of the target. Since adult perspectives are not identical with those of adolescents, it is not surprising that, even though students are familiar with the physical phenomena or event that might be used as the analogy, they are not always familiar with those features that provide the similarity to the target. Once a suitable analogy is found, considerable time must be spent by students in discussion of similarities between the analogy and the target. Exercise caution to be sure that students remember the content, not just the analogy.

It is also important for students to understand how the analogy and target differ to avoid confusion or misconceptions. Sometimes multiple analogies must be used to teach the same concept. Studies of chemistry and biology instruction show that some students, who are exposed to and who become skilled in the use of multiple analogies, develop a more scientific understanding of particular science concepts than do students who concentrate on one acceptable analogy. Use of multiple analogies in a bridging sequence has been successful in helping students make sense of initially counter-intuitive ideas.

Analogies occurring in texts may be simple-based on surface similarities--or more complex (particularly in chemistry and physics)-based on similarities of function. The use of functional analogies appears to be more appropriate at the secondary level, where students have developed appropriate reasoning strategies.

The discussion that occurs when using analogies not only helps students construct their own knowledge but also assists teachers in basing instruction on students' prior knowledge and existing alternative conceptions. Analogies may also motivate students to learn by provoking their interest. Finally, having students create their own analogies also appears to be an effective instructional strategy, however, teachers should analyze their students' analogies carefully to determine what sense of the world they are making.