| Abstract: | The purpose of these studies was to explore the use of analogies while teaching important concepts in secondary content classrooms containing students of diverse abilities. Various research methodologies were used to determine the effects of an analogically based routine on student learning and the effects of training on teacher use of the routine. Measures included students' knowledge of concepts, the numbers and types of analogies teachers used, teacher use of elements of the instructional routine, and teacher and student satisfaction. Teacher use of the routine led to increased student retention and expression of information. In addition, teachers easily learned the routine and used considerably more analogies to instruct concepts after they became familiar with the routine. Teachers indicated that they were satisfied with the routine; students were less satisfied with the routine than were the teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
