Abstract
Analogical reasoning is both an innate ability and a basic learning mechanism that can be improved. In classrooms, it is an important tool used by teachers, especially when explaining difficult or abstract issues. In addition to its use in all aspects of our lives, analogical reasoning is commonly used in textbooks. This research examines the extent to which analogies are used in high school science textbooks, the subjects of the examination being high school physics, chemistry, and biology course textbooks used by students between 14 and 17 years of age. A total of 15 textbooks (four biology books, five physics books, and six chemistry books) were reviewed. Ninety-two analogies were identified in these books. These analogies were classified based on a scheme developed by Curtis and Reigeluth. Findings are discussed in the context of previous related studies. Key words: Analogy use, science education, secondary education, science textbooks, meaningful learning, cognitive science.
Highlights
Meaningful learning is directly related to students’ ability to establish and integrate new and relevant existing knowledge (Ausubel 1980; Novak 1998)
Fifteen accessible textbooks for secondary science education courses were reviewed, all of which were selected by the Ministry of National Education (MONE) for use in the 2013-2014 school year in Variable Number of analogies agreed upon by both researcher and assessor Reliability
Report meaningful changes in teaching practices and progress in overcoming misconceptions through use of existing analogies (Atav et al, 2004; Aykutlu and Şen, 2011; Kayhan, 2009; Kılıç, 2009; Kobal et al, 2014; Şendur et al, 2008). These results indicate that existing analogies have the potential to contribute greatly to teaching
Summary
Meaningful learning is directly related to students’ ability to establish and integrate new and relevant existing knowledge (Ausubel 1980; Novak 1998). In this sense, analogies have potential to aid in understanding of new knowledge by highlighting similarities between existing known concepts (the analog) and new information (the target). Analogies have potential to aid in understanding of new knowledge by highlighting similarities between existing known concepts (the analog) and new information (the target) For this reason, analogies can be efficient tools for meaningful learning. Passengers travelling from one point to another (analog) are likened to electrons (target) This analogy aims to help students comprehend that electric current is not consumed
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