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• W2108070051 abstract "Abstract It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward. Keywords: analogical reasoningspontaneous analogyself-generated analogycollaborationproduction paradigm Acknowledgements I would like to thank my colleagues within the Swedish National Graduate School in Science and Technology Education (FontD), in particular Helge Strömdahl, my supervisor during the doctoral studies, and Fredrik Jeppsson and Tamer Amin, the collaboration with whom has been an indispensable part of coming to understand the use of analogies and metaphors in science education. Notes 1. It should be noted, however, that this view is challenged by Glucksberg and colleagues (e.g. Glucksberg & Keysar, Citation1990), who argue that metaphor is based on category inclusion, rather than domain comparison. For instance, when I say that ‘my job is a gaol’, I do not compare the domains, but categorise ‘my job’ as belonging to the category ‘gaol’, representing confining, unpleasant institutions. In response, Bowdle and Gentner (Citation2005) have suggested a career of metaphor, according to which novel metaphors are interpreted as comparisons, while conventionalised metaphors rely on category inclusion. Within the field of science education, Atkins (Citation2004) argues, bringing Glucksberg and Keysar’s (Citation1990) ideas one step further, that not only metaphor, but also analogy, as expressed in authentic classroom science discourse, are better characterised as categorisation phenomena, rather than in terms of comparison. 2. Personal communication." @default.
• W2108070051 created "2016-06-24" @default.
• W2108070051 creator A5052694908 @default.
• W2108070051 date "2013-03-01" @default.
• W2108070051 modified "2023-09-24" @default.
• W2108070051 title "Collaborative and self-generated analogies in science education" @default.
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• W2108070051 doi "https://doi.org/10.1080/03057267.2013.801119" @default.
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