Abstract
ABSTRACT Analogies are common explanatory tools in science teaching and have long been appreciated for their function to facilitate students’ learning of abstract scientific concepts, to stimulate engagement and motivation and to let students practice scientific language. At the same time, there is a risk that analogies may cause misconceptions. Therefore, teachers must have competence in how to use analogies in science teaching. Based on the question ‘What do science teachers need to know, consider and master for fruitful teaching with analogies’ we reviewed the research literature about teaching science with analogies. Applying a systematic integrative review approach, we identified key aspects of teaching with analogies that, based on a competence model, were constructed into the new Analogy Competence for Science Teachers (ACT) framework. The framework is aimed to guide and support teachers in planning and performing fruitful science teaching with analogies. Compared to previous teaching models, the ACT framework to a greater extent accentuates factors related to teachers’ expertise and knowledge about the educational functions of analogies relating to the planning, selection, and instruction aspects of the teaching process, in addition to the conceptual considerations of analogies. The ACT framework has implications for science education and science education research.
Published Version
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