Using Analogies in Middle and Secondary Science Classrooms

"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 EducationSt. 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 EducationUniversity of Northern IowaUse 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 impactGuidelines 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.