Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 1 (Jun., 2021) Mohosina Jabin TOMA & S M Hafizur RAHMAN Analogy in secondary physics teaching-learning: Teachers’ views and practices in Bangladesh Previous Contents Next

Conclusion

This study has revealed a critical problematic situation in secondary physics teaching practice of Bangladesh. Teachers mostly use inappropriate analogies. Views of teachers indicate that promoting the use of analogies would be effective as a way to compensate for the lack of instrument in science classes. Teachers are not competent enough and not trained for using analogies, which need to be resolved immediately. Analogy is an effective pedagogy and it has also some negative features. Teachers have no guideline for using analogy. Analogies need to be used through a suitable model and there are already some established effective models. Teachers of our country do not have any idea about these models and use analogy unconsciously and unsystematically which may bring the negative features. This pedagogy is not included in any professional training programs or in-service trainings. Although the findings of this study may seem trivial, the concept of Analogy as pedagogy is still a very new one in Bangladesh and almost all of our teacher are unaware about it. Through this study, the importance of guideline for teachers is revealed and teacher educators can take a step to include it in the current education programs to minimize the problems.