Using analogies to teach conceptual applications of developmental theories

Teachers traditionally have used analogies as explanatory tools in bridging the gap between new and preexisting knowledge. In two studies, I examine t he impact of analogies in teaching undergraduates conceptual applications o f developmental psychology theories. In Study 1, I generate analogies refle cting each theory; in Study 2, I use both teacher- and student-generated an alogies. Students' attitudes toward analogy-enhanced instruction were predo minantly favorable. Teacher-generated-analogy (TGA) and student-generated-a nalogy (SGA) learning conditions performed significantly better than a no-a nalogy control group in understanding and applying developmental theories. Because learning becomes more active and interactive when students create t heir own analogies and share them with classmates and the instructor as par t of in-class discussion and critique, the SGA learning condition similarly outperformed the TGA learning condition. In line with a constructionist mo del of teaching and learning, psychological explanations, educational appli cations, and implications for future research are discussed.