Science Teachers' Use of Analogies: Findings from Classroom Practices

Autor/inn/en	Shana, Zuhrieh A.; El Shareef, Marwan A.
Titel	Science Teachers' Use of Analogies: Findings from Classroom Practices
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.1023-1036 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shana, Zuhrieh A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Science Teachers; Science Instruction; Language Usage; Figurative Language; Teaching Methods; Learning Processes; Comparative Analysis; Physics; Scientific Concepts; Student Centered Learning; Pretests Posttests; Grades (Scholastic); Intervention; Foreign Countries; International Schools; Grade 12; High School Students; Advanced Placement; Science Tests; Test Preparation; Instructional Effectiveness; United Arab Emirates + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Physik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Notenspiegel; Ausland; International school; Internationale Schule; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Vereinigte Arabische Emirate
Abstract	This paper is a quasi-experimental investigation into the effectiveness of using analogy in teaching new and unfamiliar physics concepts to students enrolled in a British curriculum school in the United Arab Emirates. The students (N = 34) were randomly assigned to one of two groups: the control group (N = 17) following the traditional teaching method, and the experimental group (N = 17) using the student-centered analogical method. The students relied on previous class knowledge to construct models, which in turn helped them explore new ideas and derive new knowledge. Pre-tests and post-tests were given to the two groups, where the post-test (test 6) results confirmed that the experimental group showed a more consistent outcome of high grades, no failure, and good homogeneity of results. On the other hand, the control group kept fluctuating around the same level in the allstudy's tests (pre-test and repeated measures (tests 2,3,4 and 5). The effect size of the intervention was very large and practically important, at Cohen's d = 2.35. As a result, analogy-based pedagogies have demonstrated impact on students' learning performance and perceptions. Consequently, the result is capable of providing significant insights for educational policy and curriculum development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01