Effect of Analogies on Developing Understanding of Concepts of Geometry

Authors

  • Aftab Ahmad Khan Ph. D., Lecturer, Department of Education, University of Jhang. Author
  • Dr. Muhammad Anees ul Husnain Shah Associate Professor, Department of Education, University of Education Lahore, D.G Khan Campus. Author
  • Zeshan Umar M. Phil. Scholar, Department of Education, University of Jhang. Author

Keywords:

Analogies, Concept understanding, Concepts of Geometry

Abstract

Students of any level always find concepts of geometry to be challenging. Poor conceptual knowledge is the cause of poor performance in geometry. In the current study, grade eight students' comprehension of geometry concepts was improved by the use of analogies as a teaching method. The research study was quasi-experimental in nature and employed a Nonequivalent Control group design. The sample of the study consisted of two intact groups: the experimental (N = 33) and the control (N = 35). The schools included in the sample were selected randomly from among high schools where the researcher could seek permission to conduct the study. The tool was a self-developed achievement test based on a chapter from the eighth-grade math textbook. According to the study's findings, students were able to define and clarify geometrical concepts in their own terms, as well as connect and apply those concepts to everyday situations, by using analogies. This demonstrated unequivocally that the pupils' grasp of the concepts of geometry was developed through the usage of analogies.

References

Benkoski, K. A. H., and Greenwood, S. C. (1995). The Use of Word Analogy Instructions with Developing Readers. The Reading Teacher, 48 (5), 446-447. http://doi.org/10.1111/j.1467-9604.tb00151.x

BM de Almeida, M. J., Salvador, A., & R. R Costa, M. M. (2014). Analogy for Drude’s free electron model to promote students’ understanding of electric circuits in lower secondary school. Physics Education Research, 10, 1-12, http://doi.org/10.1103/PhysRevSTPER.10.020118

Braasch, J. L., & Goldman, S. R. (2010). The role of prior knowledge in learning from analogies in science texts. Discourse Processes, 47(6), 447-479. http://doi.org/10.1080/01638530903420960

Calik, M., Okur, M. & Taylor, N. (2011). A Comparison of Different Conceptual Change Pedagogies Employed within the Topic of “Sound Propagation”. Journal of Science Education and Technology, 20 (6), 729-742. https://doi.org/10.1007/s10956-010-9266-z

Coley, J. D., & Tanner, K. D. (2012). Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking. CBE—Life Sciences Education, 11(3), 209-215, http://doi.org/10.1187/cbe.12-06-0074

Dahl, D. W., & Moreau, P. (2002). The Influence and Value of Analogical Thinking during New Product Ideation. Journal of Marketing Research, 39 (1), 47-60. http://doi.org/10.1509/jmkr.39.1.47.18930

Didiş, N. (2015). The analysis of analogy use in the teaching of introductory quantum theory. Chemistry Education: Research and Practice, Vol. 16, pp. 355 - 376. http://doi.org/10.1039/C5Rp00011D

DİDİŞ K, N. and Hıdır, M. (2019). How should textbook analogies be used in teaching physics? Physical Review Physics Education Research Vol. 15, http://doi.org/10.1103/PhysRevPhysEducRes.15.010109

Dilber. R., & Duzgun, B. (2008). Effectiveness of Analogy on Students’ Success and Elimination of Misconceptions. Latin American Journal of Physics Education, 2 (3), 174-183. Retrieved from http://www.journal.lapen.org.mx

Duit, R. (1991). On the role of Analogies and Metaphors in Learning Science. Science Education, 75 (6), 649-672. http://doi.org/10.1002/sce.3730750606

Duit, R., Roth, W. M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies—between Scylla and Charybdis. Learning and Instruction, 11(4), 283–303. http://dx.doi.org/10.1016/S0959-4752(00)00034-7

Fotou, N., & Abrahams, I. (2020). Extending the role of analogies in the teaching of physics. The Physics Teacher, 58(1), 32-34. http://doi.org/10.1119/1.5141968

Gabel, D. (2003). Enhancing the Conceptual understanding of Science. Educational Horizon, 81 (2), 70-76. Retrieved from http://www.jstor.org/stable/42925990

Gay, A. S. (2008). Helping Teachers Connect Vocabulary and Conceptual Understanding. The Mathematics Teacher, 102 (3) 218-223. Retrieved from: http://www.jstor.org/stable/20876326

Gentner, D. (1983). Structure-Mapping: A Theoretical Framework for Analogy. Cognitive Science, 7(2), 155-170. https://doi.org/10.1016/S0364-0213(83)80009-3

Gentner, D., & Gentner. R. (1983). Flowing water or teeming crowds: Mental Models of Electricity. In D. Gentner & A. L. Stevens (Eds.) Mental Models (pp. 99-129). Hillsdale, NJ: Lawrence Erlbaum Associates.

Genter, D. (1998). Analogy. In w. Bechtel & G Graham (Eds.). A Companion to Cognitive Science (pp. 107-113). Oxford: Blackwell.

Gentner, D. & Smith, L. (2012). Analogical Reasoning. In V. S. Ramachandran, (Ed). Encyclopedia of Human Behavior (2nd Ed.), 130-136. Oxford, UK: Elsevier

Glynn, S. M., Yeany, R. H., & Briton, B. K. (1991). A Constructive view of learning Science. In S. M. Glynn, R. H. Yeany, & B. K. Britton (Eds.), The Psychology of Learning Science (pp. 3-19). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.

Glynn, S. M. (1994). Teaching Science with Analogy: A Strategy for Teachers and Textbook Authors. National Research Reading Center, University of Georgia and Maryland, Reading Research Report No. 15. Retrieved from: http://files.eric.ed.gov/fulltext/ED373306.pdf

Glynn. S. M., & Takahashi, T. (1998). Learning from Analogy-Enhanced Science Text. Journal of Research in Science Teaching, 35 (10), 1129-1149. Retrieved from: https://doi.org/10.1002/(SICI)1098-2736(199812)35:10<1129::AID-TEA5>3.0.CO;2-2

Gokhan, U. G. U. R., Dilber, R., Senpolat, Y., & Duzgun, B. (2012). The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons. European journal of educational research, 1(3), 211-223. http://doi.org/10.12973/eu-jer.1.3.211

Gray, M. E., & Holyoak, K. J. (2021). Teaching by analogy: From theory to practice. Mind, Brain, and Education, 15(3), 250-263. http://doi.org/10.1111/meb.12288

Haglund, J. (2013). Collaborative and self-generated analogies in science education. Studies in science Education, 49(1), 35-68. https://doi.org/10.1080/03057267.2013.801119

Halpern, D. F., Hansen, C., & Riefer, D. (1990). Analogy as an Aid to Understanding and Memory. Journal of Educational Psychology, 82 (2), 298-305. http://dx.doi.org/10.1037/0022-0663.82.2.298

Harrison A.G., & Treagust, D.F. (1993). Teaching with analogies: A case study in grade 10 optics. Journal of Research in Science Teaching, 30, 1291-1307. http://doi.org/10.1002/tea.3660301010

Harrison, A.G., & Treagust, D.F. (2000). Learning about atoms, molecules and chemical bonds: a case-study of multiple model use in grade-11 chemistry. Science Education, 84(3), 352-381. http://doi.org/10.1002(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO:2-J

Harrison, A. G., & Treagust, D. F. (2006). Teaching and learning with analogies, in Aubusson P. J., Harrison A. G. and Ritchie S. M. (ed.), Metaphor and Analogy in Science Education, Netherlands: Springer, pp 11–24.

Hıdır, M., & Didiş-Körhasan, N. (2018). Examination of the Analogies in Science Textbooks and Opinions of Science Educators about the Effective Use of Analogies. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12 (2). http://doi.org/10.17522/balikesirnef.506455

Iding, M. K. (1997). How analogies foster learning from science text. Instructional Science, 25 (4), 233-253. https://doi.org/10.1023/A:1002987126719

Khan, A. A., & Mahmood, N. (2017). The Role of the Synectics Model in Enhancing Students' Understanding of Geometrical Concepts. Journal of Research & Reflections in Education (JRRE), 11(2). pp. 253-264.

Khan, A. A., & Mahmood, N. (2018). Effect of Synectics Model of Teaching in Enhancing Students’ Understanding of Abstract Concepts of Mathematics. PJDOL, 4(1), pp.185-198

Lee, K. H., & Sriraman, B. (2011). Conjecturing via Reconceived Classical Analogy. Educational Studies in Mathematics, 76 (2), 123-140. https://doi.org/10.1007/s10649-010-9274-1

Loc, N. P. (2015). A Study of Mathematics Education Students’ Difficulties in Applying to Teaching Mathematics: A Case of the “TWA” Model. American International Journal of Research in Humanities, Arts and Social Sciences, 9 (3), 276-280. Retrieved from: http://www.iasir.net

Mason, L. (1994). Cognitive and Metacognitive Aspects in Conceptual Change by Analogy. Instructional Science, 22 (3), 157-187. http://doi.org/10.1007/BF00892241

Mason, L., Sorzio, P. (1996). Analogical reasoning in restructuring scientific knowledge. European Journal of Psychology of Education, 11 (1), 3-23. http://doi.org/10.1007/BF03172933

Michael A. Martin (2003) “It's Like… You Know”: The Use of Analogies and Heuristics in Teaching Introductory Statistical Methods, Journal of Statistics Education, 11:2. http://doi.org/10.1080/10691898.2003.11910705

Middleton, J. L. (1991). Student-Generated analogies in Biology. The American Biology Teacher, 53 (1), 42-46, https://doi.org/10.2307/4449212

Nersessian, N. J. (1988). Reasoning from Imagery and Analogy in Scientific Concept Formation. Proceedings of the Biennial Meeting of the Philosophy of Science Association, 41-47. Retrieved from: https://doi.org/10.1086/psaprocbienmeetp.1.19297

Newby, T. J., Ertmer, P. A., and Stepich, D. A. (1995). Instructional Analogies and the Learning of Concepts. Educational Technology Research and Development, 43 (1), 5-18. https://doi.org/10.1007/BF02300478

Pitterson, N., Perova-Mello, N., & Streveler, R. (2018). Engineering students’ use of analogies and metaphors: Implications for educators. International Journal of Engineering Education, 35, 2-14.

Ramos, M. T. G. (2011). Analogies as Tool for Meaning Making in Elementary Science Education: How Do They Work in Classroom Setting? Eurasia Journal of Mathematics, Science and Technology Education. 7 (1), 29-39. https://doi.org/10.12973/ejmste/75175

Ryan, C. E. (2006). Analogies are like Bowling Balls, or Why Analogies to English need some explanation to help students learn scheme. M. Sc. (CS) Thesis, Berkeley University of California. Retrieved from http://www2.eecs.berkeley.edu/Pubs/TechRpts/2006/EECS-2006-75.pdf

Silkebakken, G. P., & Camp, D. J. (1993). A five-step strategy for teaching analogous reasoning to middle school students. Middle School Journal, 24 (4), 47-50. Retrieved from: https://www.jstor.org/stable/23023141

Shana, Z. A., & El Shareef, M. A. (2022). Science Teachers' Use of Analogies: Findings from Classroom Practices. European Journal of Educational Research, 11 (2), pp. 1023-1036. http://doi.org/10.12973/eu-jer.11.2.1023

Staple, D. A., & Spears, R. (1996). Guilty by Disassociation (And Innocent by Association): The Impact of Relevant and Irrelevant Analogies on Political Judgement. Political Behavior, 18 (3), 289-309. https://doi.org/10.1007/BF01498603

Stepich, D. A., & Newby, T. J. (1988). Analogical instruction within the information processing paradigm: Effective means to facilitate learning. Instructional Science, 17(2), 129-144. https://doi.org/10.10007/BF00052699

Szetela, W. (1980). Analogy and Problem Solving: A Tool for Helping Children to develop a Better Concept of Capacity. Journal of Educational Psychology, 82, 298-305. https://doi.org/10.2307/41189598

Taber, K. S. (2001). When the analogy breaks down: modelling the atom on the solar system, Physics Education, 36(3), 222–226. https://doi.org/10.1088/0031-9120/36/3/308

Thiele, R. B., & Treagust, D. F. (1992). Analogies in senior High School Chemistry Textbooks. Proceedings of ICASE Research Conference in Chemistry and Physics Education. Dortmund, Germany, June 10-12, 1992. Retrieved from: https://files.eric.ed.gov/fulltext/ED357966.pdf

Thiele, R. B., & Treagust, D. F. (1994). The nature and extent of analogies in Secondary textbook. Instructional Science, 22 (1), 61-74. https://doi.org/10.1007/BF00889523

Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers’ analogical explanations. Journal of Research in Science Teaching, 31(3), 227-242. http://doi.org/10.1002/3660310304

Thiele, R. B., & Treagust, D. F. (1994). The nature and extent of analogies in Secondary textbook. Instructional Science, 22 (1), 61-74. https://doi.org/10.1007/BF00889523

Thiele, R. B., & Treagust, D. F. (1992). Analogies in senior High School Chemistry Textbooks. Proceedings of ICASE Research Conference in Chemistry and Physics Education. Dortmund, Germany, June 10-12, 1992. Retrieved from: https://files.eric.ed.gov/fulltext/ED357966.pdf

Treagust, D. F., Harrison, A. G., & Venville, G. J. (1998). Teaching Science Effectively with Analogies: An Approach for Preservice and In-service Teacher Education. Journal of Science Teacher Education, 9(2), 85–101. https://doi.org/10.1023/A:1009423030880

Treagust, D. F., Stocklmayer, S. M., Harrison, A., Venville, G., & Thiele, R. (1994). Observations from the Classroom: When analogies go wrong! Research in Science Education, 24, 380-381. https://doi.org/10.1007/BF02356372

Venville, G. J., Treagust, D. F. (1996). The role of analogies in promoting conceptual change in biology. Instructional Science, 24 (4), 295-320. https://doi.org/10.1007/BF00118053

Venille, G. J., and Treagust, D. F. (1997). Analogies in Biology Education: A Contentious Issue. The American Biology Teacher, 59 (5), 282-287. https://doi.org/10.2307/4450309

Zook, K. B. (1991). Effect of analogical processes to on learning and misrepresentation. Educational Psychology Review, 3 (1, 41-72). http://doi.org.10.1007/BF01323662

Downloads

Published

2024-09-30

How to Cite

Effect of Analogies on Developing Understanding of Concepts of Geometry. (2024). International Research Journal of Management and Social Sciences, 5(3), 441-449. https://irjmss.com/index.php/irjmss/article/view/421

Similar Articles

1-10 of 81

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)