You are here

Using Analogies in Middle and Secondary Science Classrooms

Using Analogies in Middle and Secondary Science Classrooms
The FAR Guide – An Interesting Way to Teach With Analogies

Edited by:

January 2008 | 288 pages | Corwin
Analogies are often used in science to engage student interest and explain difficult and abstract ideas. While some analogies effectively clarify difficult concepts, many are inadequte or can cause further confusion. Drawing from an extensive research base on the use of analogies in the classroom, Allan Harrison and Richard Coll have compiled more than 40 interesting and effective science analogies that are teacher-friendly and ready for implementation. Using the FAR approach (Focus, Action, and Reflection), the authors show teachers how and when to select analogies for use in instruction, where certain analogies work and where they break down, and how to gauge the effectiveness of certain strategies in the classroom. Using this guidebook, teachers will be able to recognize conceptual problems within many commonly used analogies and learn how to improve them.
About the Editors and Contributors
Part I. How We Can Use Analogies to Improve Science Teaching
Allan G. Harrison
1. Teaching With Analogies: Friends or Foes?
Grady J. Venville
2. The Focus-Action-Reflection (FAR) Guide--Science Teaching Analogies
Neil Taylor, Richard K. Coll
3. Using Analogies to Increase Student Interest in Science
Allan G. Harrison
4. Multiple Analogies Are Better Than One-Size-Fits-All Analogies
Richard K. Coll, David F. Treagust
5. Inquiry-Based Teacher- and Student-Generated Analogies
Part II. Analogies for Teaching Science
Grady J. Venville
6. Effective Biology Analogies
Richard K. Coll
7. Effective Chemistry Analogies
Allan G. Harrison
8. Effective Physics Analogies
Neil Taylor, Terry Lyons
9. Effective Earth and Space Science Analogies

"We need a book to help preservice and novice teachers use analogies and this resource 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

"This book will make a definite contribution to the teaching of science."

Sara Lynne Murrell, Instructional Coach
Bethel Elementary School, Simpsonville, SC

"Makes a distinct contribution to science instruction. Many teachers attempt to use analogies and metaphors to introduce abstract concepts; however, little is offered on how to do this with specific examples. The authors definitely address a need."

Douglas Llewellyn, Professor of Science Education
St. John Fisher College

"The book has great potential for promoting thinking and understanding in science. It should be useful to teachers and students in strengthening conceptual and content background."

Sandra K. Enger, Associate Professor
The University of Alabama in Huntsville

"The authors explain that scientists use analogies regularly in their research and writing. Analogies such as a supermarket for the biological classification system and a school dance for chemical equilibrium are discussed for their individual effectiveness in stimulating learning."

CHOICE Magazine, June 2008, Vol. 45(10)
American Library Association

Very good book on analogies, but could not adopt as primary text. It is a reference text for two learning objectives in my class.

Ms Nicole Lirette-Pitre
Secondary Teaching, Université de Moncton
December 4, 2012

Sample Materials & Chapters


For instructors

Please contact your Academic Consultant to check inspection copy availability for your course.

Select a Purchasing Option

ISBN: 9781412913331
ISBN: 9781412913324