出版社：International Council of Associations for Science Education (ICASE)
摘要：This study was undertaken to examine and interpret how science teachers in Trinidad and Tobago used analogies in their science teaching. A total of 30 lessons taught by five d ifferent teachers were observed and analysed using an interpretative research methodology to develop generalized observati ons. The findings revealed that in general science teachers used few analogies in their teaching and that the analogies used ranged from simple to technical. Interviews following the classroom observations revealed that the teachers were knowledgeable abou t analogy use in science teaching and about some o f the benefits and challenges of using analogies to teach science. The research suggests that effective use of analogies in classroom science teaching is an area that needs attention from two perspectives: 1) development or acquisition of relevant analogies for use by teachers and 2) reorientation of teachers through professional training into a view of learners as constructors of knowledge instead of passive knowledge receptors
关键词：analogies; use of ; ; analogy; science analogies
