Abstract
As disciplines reach maturity, a dynamic meta-structure is needed, which facilitates merging and new divisions of disciplines. Under such a meta-structure, the disciplines propel the evolution of knowledge, but adapt themselves when driving forces emerge sufficient to provoke their adaptation (Suarez-Orozco, Satin-Bajaj, 2010). This means that on the science, technology, engineering and math (STEM) education must give transdisciplinary view (Flogie, Aberšek, 2015). Science-education research studies and STEM teachers’ classroom experiences have shown that analogies and transdisciplinar point of view, when used properly, can help make science concepts meaningful to students. Throughout the history, analogies have played an important role in scientific discoveries, not as proof, but as inspiration. Analogies have also played an important role in explaining those discoveries (Kaiser, 1989). Science teachers, like scientists, frequently use analogies to explain concepts to students (James, Scharmann, 2007). The analogies serve as initial models, or simple representations, of science concepts.
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