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The Effect of Using Analogies in High School Earth Science Classes  

Kim, Sang-Dal (Department of Earth science, Pusan National University)
Kim, Jong-Hee (Department of Earth science, Pusan National University)
Lee, Ji-Eun (Department of Earth science, Pusan National University)
Publication Information
Journal of the Korean earth science society / v.24, no.5, 2003 , pp. 393-401 More about this Journal
Abstract
The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.
Keywords
Student-generated analogies; TWA (Teaching-With-Analogies) model;
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