An evaluation of the use of analogy, simile, and metaphor in science texts

Steven W. Gilbert

79 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Language, Metaphor, and Cognition Visual and Cognitive Learning Processes

Abstract

Abstract Teaching materials with extensive analogies, similes, and metaphors were written for two high‐school biology units. Their effect on learning and attitude was assessed by a comparison to students using a literal version of the same text. Little was found to support the contention that the use of these systems increases student achievement, and there was some indication that they may have a negative effect on student attitudes.

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1960The use of advance organizers in the learning and retention of meaningful verbal material.1962Models and Metaphors 2011Different Bodies, Different Minds 1975Why Metaphors Are Necessary and Not Just Nice 1 1979Can Advance Organizers Influence Meaningful Learning?1979The development of analogical reasoning processes 2022The role of analogy, model and metaphor in science 1982Developing Readers' Knowledge through Analogy

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2012Reasoning Through Instructional Analogies 2003Elaborate analogies in science text: Tools for enhancing preservice teachers’ knowledge and attitudes 2004Understanding the language of science 2007Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts 1995Instructional analogies and the learning of concepts 2017Figuratively speaking: analogies in the accounting classroom

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