INTRODUCTION
This site is being provided to promote the use of analogies as a core element in teaching science. Analogy-making is a powerful technique used compulsively by ALL accomplished teachers – but it is also much more! As Douglas Hofstadter states, “Analogy-making is at the core of human cognition”. By learning about analogies, teachers learn to master an extremely effective teaching technique for explaining new concepts, but they also are provided with a solid theoretical foundation upon which to build a philosophy of teaching and learning. My interest in analogies in teaching and learning stems from my dissertation work under Larry Scharmann at Kansas State University. I am also deeply indebted to John Staver and Emmett Wright for their support and many insightful discussions. Mark James, Ph.D. (mark.james@nau.edu)
Mark James NAU Website
Home website of the author of this page.
Teaching Materials
Resources provided for teachers and teacher educators to facilitate using analogies in teaching.
Using Analogies in Methods Courses
A suggested list of locations where analogies could be inserted into a teaching methods course syllabus.
Infusing Analogies Research Group
Research group which assembled in the summer of 2004 to explore ways to infuse analogies in methods courses for preservice teachers.
Preservice Teacher Testimonials
Testimonials written by preservice teachers at the end of a course which utilized analogy-making as a motif throughout the course.
|
Preservice Teacher Testimonials
“I have found that at the beginning I disapproved using analogies, but having to use them constantly in this class has improved my disposition on this method. I now know the benefits of using analogies to aid the students in teaching the science ideas/concepts. I definitely accept teaching with analogies has made a huge difference and impact on my philosophy of teaching. I have now begun to acknowledge analogies more of a regular basis and at times without knowing that I use them. Sometimes they just come out naturally. With this in mind I have given the students that are in my care a more astute understanding for science concepts.
"This type of active learning has been a breakthrough method for me as a growing teacher. Using the connection of analogies with science concepts has definitely defined and promoted a longer lasting of knowledge when it comes to science. My goal for the future is to continue my own growth of knowledge for developing and using analogies in my own classroom setting. For this should be everyone’s ultimate goal - - growth in one’s own knowledge.”
“The power of learning through analogies has really influenced my teaching technique. I plan on using analogies to help teach difficult science concepts, shift students’ misconceptions of science and to have students practice critical thinking skills with activities where students learn to create and analyze their own analogies to gain a better understanding of an idea”
“Before this class, I probably would not have thought as hard about using analogies and would have only used the ones that were used to teach me in my various classes. I am glad an emphasis was placed on using analogies as a teaching tool and I believe analogies will get easier to think of as I exercise my creativity in that area - and I mean exercise - like a decathlete training for the Olympics!”
“I believe teaching science using analogies has made the largest impact on my philosophy of teaching. I use analogies on a regular basis but I did not realize I was doing it. Connecting analogy use with active learning can promote lasting knowledge. The marriage of these ideas allows students to discover and apply new circumstances with known facts. As teachers, our ultimate goal is to find a way for students to make more meaning out of their education and if there is a way to promote lasting knowledge I believe it can only benefit all parties involved.”
|