Teaching Chemistry with Analogies around the World: Views of Teachers from Four Countries

Akaygun S., Brown C., Karatas F. O., Supasorn S., Yaseen Z.

INTERNATIONAL PERSPECTIVES ON CHEMISTRY EDUCATION RESEARCH AND PRACTICE, cilt.1293, ss.129-146, 2018 (SCI-Expanded) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 1293
  • Basım Tarihi: 2018
  • Dergi Adı: INTERNATIONAL PERSPECTIVES ON CHEMISTRY EDUCATION RESEARCH AND PRACTICE
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Chemical Abstracts Core, Compendex
  • Sayfa Sayıları: ss.129-146
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

This multinational study explores the experience of teachers regarding the use of analogies in high school chemistry classes. The opinions of one hundred and forty (N=140) high school teachers from the countries of Australia, Thailand, the United States of America, and Turkey were collected with a questionnaire developed by the researchers. In the questionnaire, several themes were included: frequency and purpose of using analogies, concepts for which analogies are employed, favorite analogies, features of analogies considered, materials accompanied with analogies, and evaluation of analogies. These themes conveyed the similarities and differences among the countries. Analogies were widely used for unobservable chemical phenomena by teachers from all the countries. The teachers pay attention to students' attributes and experiences while selecting the right analogy in teaching.