Confronting the analogy: primary teachers exploring the usefulness of analogies in the teaching and learning of electricity

Abstract

Analogies are commonly employed in teaching and learning about abstract scientific phenomena such as electricity. There has been extensive research on the effectiveness of a range of analogies in promoting conceptual understanding with respect to the behaviour of simple circuits. Such studies focus on the development of learners’ thinking with respect to the transfer of understanding from the analogy to the target concept. This study attempts to explore what happens to individuals’ learning when analogies break down in the light of practical investigation. It proposes that the honest appraisal of such breakdown can constitute an effective learning tool. The implications for teacher education and classroom practice are discussed.