The use and effectiveness of analogical instruction in diverse secondary content classrooms

The purpose of these studies was to explore the use of analogies while teac hing important concepts in secondary content classrooms containing students of diverse abilities, various research methodologies were used to determin e the effects of an analogically based routine on student learning and the effects of training on teacher use of the routine. Measures included studen ts' knowledge of concepts, the numbers and types of analogies teachers used , teacher use of elements of the instructional routine, and teacher and stu dent satisfaction. Teacher use of the routine led to increased student rete ntion and expression of information. In addition, teachers easily learned t he routine and used considerably more analogies to instruct concepts after they became familiar with the routine. Teachers indicated that they were sa tisfied with the routine; students were less satisfied with the routine tha n were the teachers.