Teaching chemistry with analogies around the world: Views of teachers from four countries

Akaygun, S; Brown, C; Karatas, FO; Supasorn, S; Yaseen, Z

Teaching chemistry with analogies around the world: Views of teachers from four countries

Akaygun, S Brown, C Karatas, FO Supasorn, S Yaseen, Z

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Publication Type:: Chapter
Citation:: 2018, 1293 pp. 129 - 146
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Akaygun, S	en_US
dc.contributor.author	Brown, C	en_US
dc.contributor.author	Karatas, FO	en_US
dc.contributor.author	Supasorn, S	en_US
dc.contributor.author	Yaseen, Z https://orcid.org/0000-0002-1251-5517	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	2018, 1293 pp. 129 - 146	en_US
dc.identifier.isbn	9780841233461	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133541
dc.description.abstract	© 2018 American Chemical Society. This multinational study explores the experience of teachers regarding the use of analogies in high school chemistry classes. The opinions of one hundred and forty (N=140) high school teachers from the countries of Australia, Thailand, the United States of America, and Turkey were collected with a questionnaire developed by the researchers. In the questionnaire, several themes were included: frequency and purpose of using analogies, concepts for which analogies are employed, favorite analogies, features of analogies considered, materials accompanied with analogies, and evaluation of analogies. These themes conveyed the similarities and differences among the countries. Analogies were widely used for unobservable chemical phenomena by teachers from all the countries. The teachers pay attention to students' attributes and experiences while selecting the right analogy in teaching.	en_US
dc.relation.isbasedon	10.1021/bk-2018-1293.ch009	en_US
dc.title	Teaching chemistry with analogies around the world: Views of teachers from four countries	en_US
dc.type	Chapter
utslib.citation.volume	1293	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	1293	en_US

Abstract:

© 2018 American Chemical Society. This multinational study explores the experience of teachers regarding the use of analogies in high school chemistry classes. The opinions of one hundred and forty (N=140) high school teachers from the countries of Australia, Thailand, the United States of America, and Turkey were collected with a questionnaire developed by the researchers. In the questionnaire, several themes were included: frequency and purpose of using analogies, concepts for which analogies are employed, favorite analogies, features of analogies considered, materials accompanied with analogies, and evaluation of analogies. These themes conveyed the similarities and differences among the countries. Analogies were widely used for unobservable chemical phenomena by teachers from all the countries. The teachers pay attention to students' attributes and experiences while selecting the right analogy in teaching.

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http://hdl.handle.net/10453/133541