Use of analogy in the teaching of biology concepts

Research studies have suggested that analogy can be an effective tool in helping students develop their understanding of scientific concepts, especially those that are abstract or difficult to experience directly. Analogies can help students’ understanding in many ways, for example, by providing a conceptual bridge between already existing and unfamiliar targeted knowledge (Glynn, 1995), and by stimulating students’ interests and creative insight (Duit, 1991; Harrison, 2008). However, it is also reported that inappropriate use of analogies can lead students to develop misconceptions (Duit, 1991; Harrison & Treagust, 1994; Wilbers & Duit, 2006) The central purpose of this study was therefore to investigate the use of analogy in teaching biology concepts and examine what effects it can have on students’ understanding ofthe concepts.