Year-end Sale % OFF 
Abstract
<p style="text-align:justify">This paper is a quasi-experimental investigation into the effectiveness of using analogy in teaching new and unfamiliar physics concepts to students enrolled in a British curriculum school in the United Arab Emirates. The students (N = 34) were randomly assigned to one of two groups: the control group (N = 17) following the traditional teaching method, and the experimental group (N = 17) using the student-centered analogical method. The students relied on previous class knowledge to construct models, which in turn helped them explore new ideas and derive new knowledge. Pre-tests and post-tests were given to the two groups, where the post-test (test 6) results confirmed that the experimental group showed a more consistent outcome of high grades, no failure, and good homogeneity of results. On the other hand, the control group kept fluctuating around the same level in the all-study’s tests (pre-test and repeated measures (tests 2,3,4 and 5). The effect size of the intervention was very large and practically important, at Cohen’s d = 2.35. As a result, analogy-based pedagogies have demonstrated impact on students' learning performance and perceptions. Consequently, the result is capable of providing significant insights for educational policy and curriculum development.</p>
Highlights
From the day we start to learn about our surroundings, we look for things which are similar to what we normally see
This paper is a quasi-experimental investigation into the effectiveness of using analogy in teaching new and unfamiliar physics concepts to students enrolled in a British curriculum school in the United Arab Emirates
Pre-tests and post-tests were given to the two groups, where the post-test results confirmed that the experimental group showed a more consistent outcome of high grades, no failure, and good homogeneity of results
Summary
From the day we start to learn about our surroundings, we look for things which are similar to what we normally see. Making connections between new things and things we already know is considered an analogy. A child who wants a new folder might explain to his mother saying ‘a folder that looks like the folder you keep your bills in’. We use analogy to make it easier to understand what something means, looks like, or how it works. Bean et al (1985) described analogy as a mental tool we use in our brains to link separate ideas and become able to understand things around us. Glynn (1991) described the process of analogy as a ''process of identifying similarities between different concepts'' We use analogy to make it easier to understand what something means, looks like, or how it works. Bean et al (1985) described analogy as a mental tool we use in our brains to link separate ideas and become able to understand things around us. Glynn (1991) described the process of analogy as a ''process of identifying similarities between different concepts'' (p. 223)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
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.
