HOW ANALOGIES FOSTER LEARNING FROM SCIENCE TEXTS

This article provides an introduction to extended text-based analogies used for instructional purposes in science textbooks. A theoretical f ramework for understanding learning via extended analogies is discusse d, and examples of extended textual analogies are provided. Research w hich provides direction in how to optimally use analogies in science i nstruction is reviewed. Characteristics of good analogies, types of le arners who might benefit from the use of analogies, and kinds of learn ing which might be facilitated are discussed. The issue of possible mi sconceptions generated via instructional analogies is addressed, in co njunction with suggestions for remediation. Finally, recommendations f or effective use of analogies in text are made, suggestions for instru ctional practices accompanying textual science analogies are provided and directions for future research are suggested.