<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.</p></abstract>

The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.

Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience

Department of Physics and Mathematics, Faculty of Natural Sciences and Mathematics, Daugavpils University, 1 Par‚des Street, Daugavpils, LV-5401, Latvia

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the...

Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience

Published Online: Nov 26, 2015

Page range: 53 - 73

DOI: https://doi.org/10.1515/jtes-2015-0011

Keywords
analogy, analogical thinking, transfer skills, teaching physics, teachers' views

© by Lolita Jonāne

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience

Published Online: Nov 26, 2015

Page range: 53 - 73

DOI: https://doi.org/10.1515/jtes-2015-0011

Keywordsanalogy, analogical thinking, transfer skills, teaching physics, teachers' views

© by Lolita Jonāne

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Keywords
analogy, analogical thinking, transfer skills, teaching physics, teachers' views