Analogy in Science

Published on
Scene 1 (0s)

Analogy in Science

~Madushan, Atish, Daniel, Bhumi

Scene 2 (8s)

Diagram Description automatically generated

Scene 3 (1m 57s)

A picture containing text Description automatically generated

Scene 4 (2m 43s)

Timeline Description automatically generated

Scene 5 (4m 8s)

Graphical user interface, application Description automatically generated

Scene 6 (6m 5s)

Timeline Description automatically generated with medium confidence

Scene 7 (6m 33s)

Action Plan

Audio Recording 12 Sep 2021 at 11:52:59 am

Scene 8 (6m 43s)


Stage 5: Chemical World Content: CW1 a) a student identifies that all matters are made up of atoms that consists of electrons, protons and neutrons (ACSSU177). b) student describes the structure of an atom in terms of nucleus, protons, neutrons and electrons. Timeline: Over the week or as fitted for the lesson plan.

Audio Recording 12 Sep 2021 at 11:55:45 am

Scene 9 (7m 7s)

Structure of an Atom

Atom I Solar System

Audio Recording 12 Sep 2021 at 11:58:50 am

Scene 10 (7m 29s)



Harrison, A. G. & Treagust, D. F. (2006).

Audio Recording 12 Sep 2021 at 12:01:16 pm

Scene 11 (7m 42s)

Focus (Pre-lesson)

Concept- Is the concept difficult and abstract? Students- What ideas do the students already have about the concept? Experience- What experience can students relate to that I can use?

Audio Recording 12 Sep 2021 at 12:05:20 pm

Scene 12 (8m 20s)

Action (During lesson)

Similarities and Dissimilarities: Discuss the familiarity with the analog, how it is similar and different.

Audio Recording 12 Sep 2021 at 12:07:03 pm

Scene 13 (9m 1s)

Explicit and Enrichment

Student engagement Monitoring Discussion and Feedback

Audio Recording 12 Sep 2021 at 12:08:55 pm

Scene 14 (9m 19s)

Reflection (Post-Lesson)

a) Conclusion: was the analogy clear or useful or confusing? b) Improvements: What changes are needed for the lesson and the analogy?

Audio Recording 12 Sep 2021 at 12:11:06 pm

Scene 15 (9m 49s)

Models in the use of Analogies

Low Student activity High High Model IIA. Presentation of prefabricated analogies, and regulation of learning. Task tightly directed and controlled. Technological model of meaningful transmission-reception of knowledge. Model I. Presentation of prefabricated analogies. Traditional focus. Model III. Intervention through analogies constructed in teacher- student interaction. Socio- constructivist focus. Monitoring what is learnt Model 11B. Non-guided self- elaborated personal analogies. Spontaneous model, self-discovery Low

José M Oliva , P. Azcárate & A. Navarrete (2007).

Audio Recording 12 Sep 2021 at 12:17:15 pm

Scene 16 (10m 58s)

Structure of an Atom

Atom I Solar System

Student’s analogy

Textbook Analogy

Audio Recording 12 Sep 2021 at 12:19:30 pm

Scene 17 (11m 46s)

Define - Analogy is the process of identifying and exploring similarities between two concepts or theories. Analogies in science facilitate new and complex contextual information to be integrated with student’s prior knowledge and understanding. Glynn (1991), defines the familiar concept as the ‘analog’ and the unfamiliar science concept is the ‘target’, which needs to be simplified and explained. Glynn, S. M. (1991). Explaining science concepts: A teaching-with-analogies model.  The psychology of learning science , 219-240.

Analogy comparison of two things to show their similarities or relationships

Scene 18 (12m 5s)

Reading lengthy pages may make students feel bored and lethargic.

Scene 19 (12m 13s)

Education is not learning, but the training of the mind that it may learn. — Sir William Withey Gull In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), Ixii. (by typo, shown on the age as xlii). Science quotes on: I Education (379) | Learn (632) | Mind (1339) | Training (80)



Scene 20 (12m 21s)

Stage 4 – year 7 class with mixed ability students from varied cultural background. Topic - Photosynthesis.

PPT - Photosynthesis diagram for kids PowerPoint Presentation, free download - ID:8502327

Scene 21 (12m 45s)

PHOTOSYNTHESIS Carbon dioxide + water sunlight glucose + oxygen Plants - Absorb from the sun with the help of chrolophyll in leaves - Absorb water and minerals from soil with the help Of their roots - Absorb C02 from the air through pores in their leaves. Within the leaves of the plant. glucose is produced due to a chemical reaction Glucose serves as a source of energy for the plant. Oxygen is released as a byproduct.

Scene 22 (12m 57s)

Student Bored Study Stock Vector Images - Alamy

Student Sitting In The Class Looking Bored And Depressed Royalty Free Cliparts, Vectors, And Stock Illustration. Image 18520001.

Scene 23 (13m 15s)

Search with your voice Digital Games as Analogical Sources for Science Learning

Scene 24 (13m 25s)

Bob the Botanist (A Game about Photosynthesis) Copy li a game about photosynthesis MORE VIDEOS

Teaching ‘Photosynthesis’ to Stage 4 using Digital Games as Analogical Learning/ Teaching resource

Scene 25 (13m 30s)

Bob the Botanist (A Game about Photosynthesis) Copy lin Plants need water from soil, dioxide from the air. and energy from the sun to help it grow. •¯xotosynthesis is ttw process of usir" erwrgy 'm the sun to convert carbon dioxide arxi water into molecules needed for plant During the process of photosynthesis plants create glucose. a type of sugar. Clucose is the food of plants. Green plants use sunlight create their own sugar food called glucose. which is the main source of nutntion for thern Plants take in carbon dioxide and release oxygen. MORE VIDEOS