Teaching Biology with Extended Analogies

Author:

Gardner Richard D.1

Affiliation:

1. RICHARD D. GARDNER is an Associate Professor of Biology at Southern Virginia University, 1 University Hill Dr., Buena Vista, VA 24416; e-mail: richard.gardner@svu.edu.

Abstract

All teachers hope that students learn to apply and analyze, rather than simply memorize or parrot back, the teacher's words. One method of encouraging the development of students’ higher-level thinking skills is to give learners practice in identifying appropriate analogies for biological concepts, and in forming their own. Analogies focus on the larger concepts we are trying to teach, rather than specific biological details or actual biological examples. They are fun to practice in class, and this practice prepares students for similar test questions.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Reference6 articles.

1. Anderson, L.W. & Krathwohl, D. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives. New York, NY: Longman.

2. Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York, NY: McKay.

3. BouJaoude, S. & Tamim, R. (2008). Middle school students’ perceptions of the instructional value of analogies, summaries and answering questions in life science. Science Educator, 17, 72–78.

4. Jensen, J.L., McDaniel, M.A., Woodard, S.M. & Kummer, T.A. (2014). Teaching to the test…or testing to teach: exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26, 307–329.

5. Orgill, M. & Bodner, G. (2004). What research tells us about using analogies to teach chemistry. Chemistry Education: Research and Practice, 5, 15–32.

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