Analogy, explanation, and education
- 1 August 1992
- journal article
- research article
- Published by Wiley in Journal of Research in Science Teaching
- Vol. 29 (6) , 537-544
- https://doi.org/10.1002/tea.3660290603
Abstract
This article applies a theory of analogical thinking as satisfaction of multiple constraints to the use of analogies in instruction. It shows how the strengths of particularly good analogies and the weaknesses of particularly bad ones can be understood in terms of pragmatic, semantic, and structural constraints. These constraints suggest lessons for how analogies can most effectively be used in instruction.Keywords
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