Scientific analogy-ing: A collaborative and critical approach to (re)generating analogical models in biology

Abstract

Analogies pervade everyday life and are especially promising when thought of as models for teaching abstract scientific concepts. Problems arise, however, when teacher-generated analogies fail to draw from source domains that match students’ experiences. Self-generated analogies have emerged as a possibility for students constructing scientific explanations but have been far less researched than the use of teacher-generated analogies. A related strategy being explored in recent years is the collaborative construction of scientific analogies. Student-generated analogies, like any model, should be critically examined and their applicability should be negotiated with students. This qualitative action research study describes the ways in which collaboration between peers and critical analysis of the strengths and limitations of analogical models may support the writing process for biology students (re)generating scientific analogies. The research question guiding the study was: In what ways, if any, does a collaborative and critical learning environment support student analogy (re)generation in science?