Abstract
Geoscience instructors and textbooks rely on analogy for teaching students a wide range of content, from the most basic concepts to highly complicated systems. The goal of this paper is to connect educational and cognitive science research on analogical thinking with issues of geoscience instruction. Analogies convey that the same basic relationships hold in two different examples. In cognitive science, analogical comparison is understood as the process by which a person processes an analogy. We use a cognitive framework for analogy to discuss what makes an effective analogy, the various forms of analogical comparison used in instruction, and the ways that analogical thinking can be supported. Challenges and limitations in using analogy are also discussed, along with suggestions about how these limitations can be addressed to better guide instruction. We end with recommendations about the use of analogy for instruction, and for future research on analogy as it relates to geoscience learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
