Analogies and ModelsTraining in student centered approaches for science teaching

Introduction: What is an analogy?

• What is an analogy?

• Examples of analogies?

• Do you already use analogies in your teaching?

• Describe how you use them (step-by-step)

• Do you use them in a student-centered way?

Why analogies in science teaching?

• Browse the manual and select one analogy that you would use.

• Why would you use this analogy in your lesson?

• Compare your reasons with the list on following slide:– Are there any reasons in the list you didn’t think of?– Do you agree with these reasons?

Reasons for using analogies

Use of analogies & models

Analogies = Two-edged swords

Techniques

1. Focus – Action – Reflection (FAR) guide

2. Synectics

3. Role plays

4. Models

5. Student Generated Analogies

Examples

Technique 1: Focus –Action - Reflection

• What difficult or abstract concept do I want to teach the students?

• What prior knowledge do students already have about the concept?

• Is the analog something your students are familiar with?

Before lesson

During lesson

After lesson

Technique 1: Focus –Action - Reflection

• What are the similarities between the analog and the concept?

• What are the differences between the analog and the concept?

Before lesson

During lesson

After lesson

Technique 1: Focus –Action - Reflection

• Was the analogy clear and effective or rather confusing?

• Are there any changes to be made next time you use this analogy?

Before lesson

During lesson

After lesson

Example student worksheet

• Choose an analogy• Discuss and try to fill in the table

Concept Analog

Likes

Unlikes

Synectics: multiple analogies

A cell is like a ----------------------------------- because ----------------------------------------------

Market

School

Brick wall

Company

Role Plays

students are involved in the elaboration and acting out of analogies

more likely to accept ideas

work together

abstract thinking

fun character

Role plays: sequence

• Divide the students in groups, depending on the scenario. • Explain the general idea, but don’t go into much detail.• Student groups work together to distribute roles and develop a

scenario. They take notes of their scenario.• Groups of students present their role play to the others. • The teacher organizes a class discussion. Students discuss correct

and incorrect elements during the play and how they can be improved.

Models

simplified constructions of reality

low-cost materials

Models

• Try to let students discover the relation between the model and the concept for themselves.

• The more they can find out themselves, the stronger they will make the relation between concept and model.

• The point where the model does not correspond with reality (avoid misconceptions).

Student-generated analogies

Students spontaneously generate analogies that are close to their daily life.

relevant and accessible

higher order understanding brainstorm

Student-generated analogies

• Divide students in groups (assign note taker)• Explain the topic• Students brainstorm about the analogy• Let groups present their analogy.

– Where is the analogy alike the analog?– Where is it breaking down?

• Ask questions (or let students ask each other questions)• Give feedback • Input for later lessons

Exercise

• Select two analogies (or use your own)• Select two different methods and prepare lesson fragment• Group discussion:

– Which questions do you use?– Are students stimulated to think?– Is the analogy clear for all students?– How can you reinforce the analogy?