The effectiveness of using student and teacher centered analogies on the development of the students’ cognitive and affective skills

There are lots of complex science concepts. Students generally use science textbooks to study concepts throughout the primary school years. However, it is quite difficult for the students to learn from text books. Teachers should help students to link the newly acquired concepts with the previously known concepts. The analogy technique is one of the most effective ways of how the teachers do this (Glynn, 1996).

The analogy technique to explain a fact which seems strange is by means of associating with a fact which does not seem strange and is familiar. The fact which is not familiar is the target. And the familiar fact is the source (Gürdal et al, 2001). The analogies are used in the situations in which the concepts which are acquired process are difficult for the student (Garde, 1986). While the children learn new information through analogy, they also benefit from the similarities with the previously learned information (Stavy, 1991).

Four types of different analogy techniques have been defined: simple analogies; story-type analogies; dramatized analogies and illustrated analogies (Sahin, 2000). The illustrated analogy technique is used in this study. The events which require to be explained by means of the illustrated analogies are expressed by means of illustrations. The visual memory is involved in this type of analogies.

In some of the studies carried out at the primary school stage relating to the perception level, (Akyüz, 2007; Chiu and Lin, 2005; Sagirli, 2002; Crowley, 2002; Glynn, 1996; Mason, 1994) indicated that the use of the analogy technique develops perception level. Also in some of the studies which are carried out at the primary school stage (Akyüz, 2007; Crowley, 2002; Sagirli, 2002; Pittman, 1999; Harrison 1992; Stavy, 1991), were concluded that the use of the analogy technique positively influenced the student success. Newburg (1993) found in his study that the use of the analogies is effective with students in in-depth learning of the concepts and recalling them afterwards. It is seen that in some of the studies which were carried out in the secondary school (Baker and Lawson, 2001; Glynn, 1997), the use of analogy in biology courses increases success particularly in the learning of the complicated and difficult concepts. However some of the students still have difficulty in differing the concepts. In the studies which were carried out relating to chemistry courses (Kiliç, 2007; Vural, 2005; Sarantapoulos and Tsaporlis 2004; Bilgin and Geban, 2001; Garde, 1986), they concluded that analogies are effective in eliminating conceptual mistakes and in the retention of knowledge. In the studies which were carried out by means of using analogy in physics (Cerit, 2008; Duru, 2002; Yilmaz et al., 2002; Hewitt, 1992) and mathematics (Saygili, 2008), they concluded that the use of analogical models positively affected the success of the students.

In contrast to the above studies, Turgut (2007), compared the influence of ‘question and answer method’ and ‘analogy method’ on the mathematical successes of the students in teaching7th grade mathematics subjects and as a result, no significant difference was obtained between two groups. Kaptan and Arslan (2002), in their study carried out with the 8th grade students, compared the influence of ‘question and answer method’ and ‘analogy method’ on student success. At the end of the study, it was concluded that there was no significant difference with regard to the successes of the students. Similarly, Zook and Divesta (1991) also reached the conclusion that the use of the analogy technique did not give rise to any difference in success.

In some of the studies carried out in preschool education (Bilaloglu, 2006; Küçükturan et al., 2000), it was concluded that the groups in which the analogy technique were used were more successful. However there was no difference with regard to the retention of the concepts. (Bilaloglu, 2006). In some of the studies carried out at the university level (Akar, 2007; Atav et al., 2006; Dilber, 2006; Gülçiçek et al., 2003), it was concluded that analogy use has positive influence on learning. However this level was not at the required level. Analogies are not formed by the teacher alone. Student-centered analogies also play an important role. Student-centered analogies ensure that students are actively thinking. Analogies which are formed by the students not only ensure thinking by the students but also help the teachers to see correct or incorrect concepts and relations which are formed in the minds of the students (Wong, 1993).

Stavy and Tirosh (1993) stated that analogies play an important role in acquiring and developing science concepts. However, they indicate that, in some cases, the persons see an irrelevant situation as relevant and found analogy where none existed and thus the analogies may damage learning. The purpose of our study is to investigate whether analogies which are formed by the students or analogies which are presented as ready by the teachers are more effective in teaching. For this purpose, the illustrated analogy technique is used to ensuring the students use also their visual memories and it is a focus to compare teacher and student centered analogy techniques.