An example of an analogy with a scientific concept:
"So, the system involves
(i) the teacher,
who represents ideas as speech, diagrams, gestures, etc.;
(ii) those public representations being accessible to others; and
(iii) the learner
who is expected to interpret the representations in a meaningful way.
We might compare the system with the use of mains electrical appliances. I am writing this on a computer which is plugged into the mains supply in my house. The electrical supply is provided by power stations some considerable distance away. The distribution network connects the power stations to the appliances. The form of electricity generated in the power station is not compatible with my appliance, and nor is it suitable for economic 'transmission' over distance, so there are system components which transform the supply between the source and transmission system, and then between the transmission system and domestic supply. A failure in the power station, the transmission lines or the appliance would lead to system failure – as would a failure in the transformers that act as if transducers interpreting between the main system phases.
The learner needs appropriate interpretive resources to make sense of the teacher's representations – including general language capability, but also the prerequisite knowledge for making sense of the material being presented. The teacher needs not only language capability but also pedagogic knowledge and skills to judge how to produce representations of the chemistry that will make sense, the intended sense, when interpreted by the learner. …
…teaching-learning is a system that requires a match between the key components – teacher, communication channel, and learner – and formative feedback is a check on whether the system as a whole is working. System failure is often better seen as a mismatch between components that needs addressing rather than a faulty component. (In terms of the electrical analogy used [above], my computer only works with the supply generated at the power station because the right transformers are used in the distribution network to provide a match.)"
Taber, Keith S. (2024) Chemical pedagogy. Instructional approaches and teaching techniques in chemistry. Royal Society of Chemistry.
This is an example where the scientific concept was the analogue, assumed to be familiar to the audience (in a book aimed at chemistry educators), used to introduce an idea about teaching and learning.
Read examples of scientific analogies
Taber, K. S. (2024) Making science familiar with figurative language: autobahn, bypass, or cul-de-sac? Invited presentation: Summer Symposium on Science Education organised by Ludwig-Maximilians-Universität München / University of Bremen (online)
