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Asia-Pacific Forum
on Science Learning and Teaching, Volume 14, Issue 2, Article 14 (Dec., 2013) |
The effect of analogy-based teaching on students' achievement and students' views about analogies
Murat GENC
Düzce University, TURKEY
E-mail: muratgenc77@gmail.com
Received 18 Mar., 2013
Revised 5 Sept., 2013
The purpose of this study is to determine the effect of the analogy-based teaching on students' achievement and students' views about analogies. In this research, Solomon group design which is one of the experimental designs, was implemented. The sample of the research consists of 108 students in four 6th grade classes in Turkey. The achievement test was implemented as pretest and posttest. After processing the basic parts and organelles of a cell in the lessons, the students were asked to form their own groups' analogies. After the groups had done analogies, they were asked to describe their analogies. Then, analogy of the class was determined. After application, Achievement Test and Analogy Opinion Scale (AOS) were administered to collect the data. The results proved that analogy-based teaching was more effective on the increase of students' achievement score than conventional training. The majority of students claimed that using analogies in lessons was useful. Because using analogies helped the students to understand invisible concept. The students stated that using analogy technique in science lessons was useful and it provides permanent learning. They said that some abstract concepts and invisible objects were often the most difficult to explain and learn. Some of the students stated that using analogies in the lessons was enjoyable and interesting. They said that while learning with analogies they had so much fun.
Keywords: Jigsaw, Analogies, views of students, science education.
