Jump to main content
Jump to site search
PLANNED MAINTENANCE Close the message box

Scheduled maintenance work on Wednesday 21st October 2020 from 07:00 AM to 07:00 PM (BST).

During this time our website performance may be temporarily affected. We apologise for any inconvenience this might cause and thank you for your patience.


Issue 1, 2004
Previous Article Next Article

ANALOGIES IN CHEMISTRY TEACHING AS A MEANS OF ATTAINMENT OF COGNITIVE AND AFFECTIVE OBJECTIVES: A LONGITUDINAL STUDY IN A NATURALISTIC SETTING, USING ANALOGIES WITH A STRONG SOCIAL CONTENT

Author affiliations

Abstract

A longitudinal study of the use of chemical analogies and their effect on cognitive and affective factors of tenth- and eleventh-grade Greek students in a naturalistic setting is reported. Attention was paid to the structural correspondence between the analogue and the target. Regarding the analogue domain, emphasis was placed on using analogies with a strong and familiar social context. An experimental-control group design was adopted. Although it is difficult to separate the direct effect of the analogies from the social relevance and the enjoyment factors, our findings from questions set immediately after the introduction of each analogy, as well as from final examinations, provide evidence for the possible usefulness of the long-term use of analogies in the teaching of chemistry. Gender was found to make no difference. Analogies can be more effective for lower cognitive development students. A positive affective effect to most students was also found. Both developmental level and motivational trait play a definitive role, with the concrete students on the one hand, and the curious students on the other found to be more favourably disposed to this teaching strategy. Finally, recommendations for the proper and effective use of analogies in chemistry teaching are made. [Chem. Educ. Res. Pract.: 2004, 5, 33-50]

Back to tab navigation

Article information


Submitted
23 Dec 2003
Accepted
16 Feb 2004

Chem. Educ. Res. Pract., 2004,5, 33-50
Article type
Paper

ANALOGIES IN CHEMISTRY TEACHING AS A MEANS OF ATTAINMENT OF COGNITIVE AND AFFECTIVE OBJECTIVES: A LONGITUDINAL STUDY IN A NATURALISTIC SETTING, USING ANALOGIES WITH A STRONG SOCIAL CONTENT

P. SARANTOPOULOS and G. TSAPARLIS , Chem. Educ. Res. Pract., 2004, 5, 33
DOI: 10.1039/B3RP90029K

Social activity

Search articles by author

Spotlight

Advertisements