Full Library

This study provides insights into the nature of the analogies deployed by Kenyan physics teachers and generated by students in class. The analogies looked at (both teacher- and student-generated) were largely environmental (drawn from students' socio-cultural environment), anthropomorphic (life and human characteristics ascribed to analogues), and to a limited extent, scientific (analogue and target are science concepts). In some cases, anthropomorphic analogies proved problematic for students, sometimes resulting in serious misconceptions. Good analogy use is based on clear identification of mulching and non-matching features of the analogue-target structure. Several models, including the General Model for Analogy Teaching (GMAT). Teaching with Analagy (TWA) and Working with Analogies (WWA) are discussed in this paper, with a view to providing a lens through which analogies can be understood. To transform students' understanding from cultural belief systems to the science system of thinking, while respecting their socio-cultural backgrounds, can be a daunting task. Where it proves problematic for the students to 'decamp' from indigenous ways of reasoning, then collateral learning may be considered.

an: 10801350; source: Canadian Journal of Science, Mathematics & Technology Education; docTypes: Article; pubTypes: Academic Journal;