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ERIC Number: EJ1086557
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1450-104X
Observations from Secondary School Classrooms in Trinidad and Tobago: Science Teachers' Use of Analogies
Maharaj-Sharma, R.; Sharma, A.
Science Education International, v26 n4 p557-572 2015
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 different teachers were observed and analysed using an interpretative research methodology to develop generalized observations. 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 about analogy use in science teaching and about some of 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.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Trinidad and Tobago