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KMID : 1059520180620020148
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Journal of the Korean Chemical Society
2018 Volume.62 No. 2 p.148 ~ p.158
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The Characteristics of Lessons Using Analogies Planned by Pre-service Science Teachers
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Kim Min-Hwan
Kim Hye-Ree
Noh Tae-Hee
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Abstract
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In this study, we investigated the characteristics of planning lessons using analogies by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they planned lessons using analogies. We also conducted semi-structured interviews. For the analyses, we used a revised framework from a previous work which characterized the dimensions of teaching through analogies. The analyses of the results revealed that most pre-service teachers planned to use analogies in beginning or developing lesson and to present analogs before target concepts. The degree of activity allowed for students was not high. Many did not recognize the necessity of assessment and did not include assessment in planning lessons. They planned clarified mapping strategies which are teacher-centered and also not to cover unshared attributes and multiple analogies, because they thought that students could misunderstand mapping and unshared attributes could make students confused. Most planned to use figures, pictures, and videos to help students understand analogies that they presented. Educational implications of these findings are discussed.
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KEYWORD
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Analogy, Pre-service science teacher, Planning lessons
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