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ERIC Number: EJ758684
Record Type: Journal
Publication Date: 2007-Jan
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8555
Analogies and the 5E Model
Orgill, Mary Kay; Thomas, Megan
Science Teacher, v74 n1 p40-45 Jan 2007
Science classes are full of abstract or challenging concepts that are easier to understand if an analogy is used to illustrate the points. Effective analogies motivate students, clarify students' thinking, help students overcome misconceptions, and give students ways to visualize abstract concepts. When they are used appropriately, analogies can also promote students' meaningful learning and conceptual growth. Analogies can be useful instructional tools in each phase of the 5E instructional model. The 5E instructional model is designed to incorporate all aspects of inquiry learning environments by "engaging" students and allowing students to "explore" the concepts being introduced, discover "explanations" for the concepts they are learning, and "elaborate" on what they have learned by applying their knowledge to new situations. Throughout the process the model offers multiple opportunities for "evaluation" of students' understanding. This article briefly describes the phases in the 5E model and provides suggestions for using analogies in each phase. (Contains 4 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A