An example of an analogy drawing upon a scientific concept (intended for an audience expected to be already familiar with the science):
"Although the apprenticeship approach…should not be seen as necessarily a good model for classroom learning, it can perhaps be seen as one pole on a continuum, with the formal lecture at the other pole, and both extremes seen as referents in the same way that most bonds are not ionic or covalent (indeed, none are purely ionic) but fall somewhere between. Good teaching is likely to have elements of the traditional lecture and elements of apprenticeship, in a balance that will shift according to the specific circumstances. (So, undergraduate education might perfectly reasonably seem to often be closer to the lecturing pole than would be appropriate for primary school science lessons.)
A reader might question my analogy there, as surely we talk of a bonding triangle where many bonds have significant metallic character, rather than being found on a linear dimension. In that regard, consider Figure 3.5."
"At the apices of this 'learning triangle' (instead of the ideal models of covalent, ionic, and metallic bonding in the bonding triangle) are three models of extreme learning approaches. In the lecture model, an expert presents information and learners listen and take notes. In the apprenticeship model, learners of different levels of expertise engage in the practices of the workplace alongside, and under the supervision of, an acknowledged master. In the autodidactism model, learners are self-directed and work independently of any teacher. Arguably, none of these extremes by itself offers a model that is likely to be effective as a basis for formal chemistry teaching at any level for most learners. Rather, effective teaching will be a hybrid that draws upon each of these models at different times, to different degrees, depending on what is to be learned and the characteristics of the learners."
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