Many plate-tectonics concepts cannot be learned through visual inspection or direct experimentation. Analogies, using something known to convey the unknown, are one way to explain them. There are numerous analogies available for teaching about the Earth's layered interior, mantle convection, and plate movement. However, in order to be effective instructional tools, care must be taken in their selection and presentation. Both of these aspects of instruction require an understanding of analogies, as well as the content they convey. Analogies are not exact descriptions nor examples of concepts. They contain irrelevant attributes and, therefore, all have weaknesses. Teachers need to be aware of these weaknesses in order to select the most appropriate analogies. An understanding of analogies can also help during instruction. Such an awareness will help ensure that literal interpretations are avoided and that certain points in the analogy are not emphasized over other equally important ones. This can minimize analogy-induced misconceptions. Using instructional models, multiple analogies and extended analogies can also reduce the possibility of misconceptions. An understanding of the nature of analogies, as well as the science they convey, can help ensure that they are powerful instructional tools.
ISSN 1089-9995
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