Analogies and models: A variety of teaching aids to represent ideas

Did you ever wonder how you can show an idea to your classroom?

For you as a teacher to communicate an idea in the classroom, it has to be represented in a

way that the learners get a clear understanding. The understanding of the learners can be
enhanced in the classroom through the use of words, symbols, actions, gestures, pictures,
physical models, formulae, either individually or in a combination (Asoko, 2001). In order
for the representation to be clear, concise and well-chosen, the teacher must make use of
analogies and models. Analogies and models are representations that is used to carry
meaning of whatever you want to explain (Asoko, 2001). There is a difference between the
two (analogies and models), for instance the word ‘model’, might refer to a physical model,
such as a globe or a model of an eye. It could also refer to a conceptual model like the
network of ideas an individual hold in relation to a phenomenon. An analogy on the other
hand transfers meaning from one thing to another where you can compare two things. In this
essay I will discuss in greater detail what models and analogies are, its usefulness and
limitations when teaching science in the intermediate phase and some examples of models
and analogies.

Analogies in an IP science context

An analogy is a correspondence in some respects between concepts, principles or formulas

and a mapping between similar features of those concepts, principles and formulas (Rodney
B Thiele, 1991). We as teachers use analogies in an intermediate phase science classroom to
help the learners understand hypotheses, questions as well as explanations of phenomena that
cannot usually be seen. Analogies make new information available to students by comparing
it to material that they are already familiar with and it can be powerful teaching tools. We as
science teachers has no control of a large majority of objects which science has detected in
the physical universe and that is why knowledge is based on analogies in the classroom. With
analogies within the discourse of science, it is highly important that we as teachers explicitly
show the learners in the intermediate phase classroom how the analogies work, and it should
be created carefully to ensure that it is understood. We should also try to prevent
misconceptions when we make use of analogies, because in a lot of cases children rather
focus more on the analogy and forget the relevance of what is actually being taught.
However, an analogy’s function is to transports knowledge from one domain ‘the base’ to
another ‘the target’ (Simon Brown, 2010). The objects the base comprise of has specific
attributes that includes the target. A scientific example is to show ‘blood flowing in a blood
vessel’; When the base and target have common attributes [(water; pipe) (blood; blood
vessel)], and a common relation (flowing) there is a similarity, but when the base and target
have common attributes but doesn’t share a relation it is a superficial similarity (Simon
Brown, 2010). In an intermediate phase science classroom this analogy can be effective to
show the similarity “the flow”, but it will be a superficial similarity because elasticity is an
important attribute of our blood vessels, but it is very different from the pipe the students
might visualize or have which could lead to misconceptions about the actual behaviour of
blood vessels. A useful analogy has more shared relations and less common attributes. When
the base and target have common attributes, but no relation there is just a superficial
similarity.

Analogies can be used as great resource in the classroom to clarify any confusions, but it can also
create more confusions if it’s not taught effectively:

Advantages of Analogies Disadvantages of Analogies

1. It provides a stimulus for discussion 1. Children may need support in linking
the representation to the ‘target’

1. Different parts can be considered 1. Irrelevant and misleading information

separately and then related to the may be incorporated into the new way
whole of thinking
1. It requires the identification of 1. Misconceptions can arise which leads
similarities and differences which aids to the learners not understanding the
understanding reality of what you wanted to present
to them through an analogy

1. It is interesting and useful 1. Children have different

understandings, and this can lead to
misunderstandings e.g. they might
visualise different types of pipes as
per example explained above
 1. Tools to develop ideas, insights and 1. Students learn the facts, but not the
hypotheses thought

Models in an IP science context

A model is a concept that is formed when an analogy is made with an idea that the learners
are familiar with (Godek, 2014). I believe that your models will be more successful and
evident when you link it to what the learners already know, rather than linking it to the
unknown. Models are powerful tools that helps us as intermediate phase science teachers to
represent, describe, explain and reason about the materials in the world that can’t be visually
represented in the classroom. Models are inventions that are made by humans that represents
what we don’t understand of how nature works. A model is an idea, object, event, process or
system that you as a teacher can use when you can’t bring the actual object e.g. the moon into
the classroom, and you make use of a sponge to represent the holes in the moon. It is a key
tool for scientist, science teachers and learners which enables them to develop metacognitive
awareness of knowledge development within the science community and tools to reflect on
their own scientific understanding. By using models, it helps to clarify thinking and resolve
understanding, thus it is most effective when used after the scientific explanation (Re, 2000).
When you present the model too early in the classroom, the learners will not appreciate the
purpose and explaining power of it, but rather the literal parts. When teaching science in an
intermediate phase classroom, you can make use of various types of models to support and
enhance your lessons such as scale models, analogue models, historical models and
mathematical models (Green, 2016). Scale models assist students to see ideas, processes or
systems that are too small to see with the naked eye e.g. modelling metallic structures with
the use of bubbles (Green, 2016). One of the common models is the analogue model, which
helps the learners to make links between abstract ideas and real-world situations that the
learners already understand e.g. comparing circuits to ropes (Green, 2016). Mathematical
models help the learners to present and predict what happens to variables when the dependent
variables are changed, and theoretical models links a variety of experiences and theories e.g.
evolution (Green, 2016). I believe that when teachers make use of models as a resource, we
can build the bridge to make unfamiliar phenomena more relevant in the science classroom as
they are powerful teaching and learning tools. A general example of a model that is used in
the IP science class is an object that is too big to see such as a planet which can be portrayed
with a wrapped soccer ball.

Models can create excitement in the classroom. It is incentive materials which boosts the
learners interest levels and encourages them to take part in the lesson. As much as it has a lot
of advantages when teaching science, it also comes with disadvantages.

Advantages of Models Disadvantages of Models

Communication and interaction amongst Models provide all the details the object
peers (Models are used to communicate represents to the learner
ideas in your classroom)
Models helps the learners to visualize Models doesn’t behave and react like the
ideas/abstract concepts things they present
Models are used to represent things that are Some accuracy is lost when you want to
very large or too small and it is the right size make the models simplistic enough to
to bring in the classroom. communicate
It can help the learners to picture things in When the model is misused it can lead to
their minds misunderstandings by students
Models can be used to illustrate scientific Learners could understand the models
theories and the learners can use it to prove differently which can lead to confusions and
theories wrong misunderstandings
When you use models in your classroom it
can be safer, quicker and cheaper than using
the real thing

Specific analogies from the CAPS

STRAND: EARTH AND BEYOND AND MECHANISMS (Grade 4 Term 4)

Topic- Our place in space: objects in the sky

Model: I want to give a lesson about the sun and how it rotates around the Earth and how it
provides heat and light energy to the Earth. The models I will use in the classroom to portray
this to learners is a torch and a soccer ball. I will use a very bright torch so that the learners
can understand how bright it shines. To show how it rotates around the Earth I will put the
ball on a flat surface and then I will take the torch and rotate it around the ball. This will give
the learners an idea of how the sun rotates around the Earth and how different areas of the
world have daylight because of the sun rays hitting different areas on Earth. Through this
they will gain a great understanding on how the sun provides heat as it reflects on the ball and
the light shows which can also represent heat.

Advantages
The learners will be able to create a picture of how the sun provides heat and light to
different areas of the world in their head when they see the torch that represents the sun
reflecting on the soccer ball
the models convey clear meaning because the earth is known to be round like the soccer
ball and the torch portrays light just like the sun
The ball and the torch are a practical and useful size to use in a classroom
It’s a power saving method because the torch uses batteries to work
Most of the children are familiar with a torch and a ball and this will make it easyier for
them to make connections

STRAND: MATTER AND MATERIALS AND STRUCTURES (Grade 5 Term 1)

Topic- Air (Gas)

Model: This lesson will be about air and energy and how air is invisible but yet it is a real
substance and occupies space hence it is compressible. I will show this by making use of
balloons as the model. Each learner will receive a balloon and blow air into it until the
balloon self, prevent them from blowing in more air. This will show the learner that even
though it looks like there is nothing inside of the balloon, it managed to resist anymore of
‘what is entering’ it, which is air. So, even though I can’t physically and visually show air to
the learners, I can enhance their understanding by seeing that because the balloon expanded,
there must be something inside of it (air).

Advantages
The learners get an opportunity to be actively involved in a hands-on activity when they
blow up the balloons
 This model is practical for the learners, so they won’t get easily distracted because you are
not the only one that is busy
Because the learners can’t see air floating in around, this model gave them a broader
understanding
It is a safe and cheap model
This model doesn’t consume a lot of time, because it takes about 30 seconds to blow up a
balloon

STRAND: ENERGY AND CHANGE (Grade 6 Term 1)

Topic- Energy transfers in electric circuit: system

Analogy: in this lesson I want to show the learners how electricity flow through a circuit, but
I will not make use real electricity as it can be dangerous to show to a big class. I will show
this to the class by making use of pieces of cotton string which will portray the circuit, and
water which will portray the flow of the electricity. I will give each group a piece of string
and a beaker that contains water. The analogy is, common attributes: [(string: water) (electric
circuit: electricity)] and the common relation (flowing) which makes it a similarity. As the
learner dip a piece of the cotton string in the water, it will absorb the water up until the top of
the cotton string. This will be a visual representation of how electricity flow through a circuit.

Advantages
Using this analogy ensures that all the learners are safe in the classroom
Students can compare the new information to content that they know
It speeds up comprehension and reduces the learner’s frustration when they don’t
understand the topic
This analogy promotes interaction amongst peers in their groups, as well as group
discussions
It assists the learners to bridge the gap of the new and confusing information when they are
trying to explain it to their peers

Conclusion
In conclusion we gain an understanding on how practical activities and making use of
physical and practical examples can engage children’s interest and curiosity and have a
motivating effect. Secondly, we also witnessed how analogies and models will allow the
learners to explore objects and to investigate the outcomes in a given situation and what
influence it can have on their understanding of a specific concept. Lastly, it also revealed how
it is the teacher’s responsibility to make use of useful and interesting ways of thinking about
and interpreting experiences, at an appropriate time and in an appropriate way to help the
learners to make these ideas their own and to model how to use them.
 Reference list

Asoko, H. &. (2001). Analogies & illustrations: representing ideas in primary science. Hatfield, UK:
Association for Science Education. Retrieved September 16, 2019
Godek, Y. (2014, January). The importance of modelling in science education and in teacher
education. Research gate, 3. Retrieved September 16, 2019
Green, D. J. (2016, June). Models in science education. Retrieved September 14, 2019, from the
science teacher: https://thescienceteacher.co.uk/models-in-science/
Re, G. D. (2000). Models and analogies in science. International journal for philosophy of chemistry, 6.
Retrieved September 16, 2012
Rodney B Thiele, D. F. (1991, July). Using analogies to aid understanding in secondary chemistry
education. Science and mathematics education center.
Simon Brown, S. S. (2010, December 1). Advances in physiology education. Analogies in science and
science teaching. Retrieved September 16, 2019