Using Analogies in Middle and Secondary Science Classrooms: The Far Guide - An Interesting Way to Teach with Analogies (Paperback or Softback)

Harrison, Allan G.

ISBN 10: 1412913330 / ISBN 13: 9781412913331

Published by Corwin Publishers 11/1/2007, 2007

About this Item

Using Analogies in Middle and Secondary Science Classrooms: The Far Guide - An Interesting Way to Teach with Analogies.

Seller Inventory # BBS-9781412913331

Bibliographic Details

• Title: Using Analogies in Middle and Secondary Science Classrooms: The Far Guide - An Interesting Way to Teach with Analogies (Paperback or Softback)
• Publisher: Corwin Publishers 11/1/2007
• Publication Date: 2007
• Language: English
• ISBN 10: 1412913330
• ISBN 13: 9781412913331
• Binding: Paperback or Softback
• Condition: New
• Weight: 1.29 pounds
• Book Type: Book

About this title

Synopsis

"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 Education
St. 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 Education
University of Northern Iowa

Use 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 impact
• Guidelines 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.

About the Authors

Allan G. Harrison is Associate Professor of Science Education at Central Queensland University. Allan taught biology, chemistry and physics to students in Grades 7-12 for 25 years before completing his MSc and PhD at Curtin University of Technology in Perth, Western Australia. He has taught science teachers for 10 years and has researched teaching and learning with analogies for 15 years and published articles on science analogies in all leading science education journals. Allan also studies the capacity of analogies to engender conceptual change. He brings to this book his personal practical experience in teaching with analogies in high school and his research on other teachers’ use of analogies. He believes that analogies, when used well, enhance students’ interest and knowledge in science. He hopes you will share with him his commitment to learning for understanding.

Richard K. Coll is associate professor of science education at the University of Waikato, New Zealand. Richard holds a PhD in chemistry from Canterbury University and an EdD in science education from Curtin University of Technology. His research interests are concerned with mental models of science concepts, and a variety of aspects of work-integrated learning.