RESEARCH ON THE EFFICIENCY OF CREATIVE FUNCTION OF ANALOGIES IN LEARNING SCIENCE

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The first purpose of this study is to examine five junior school science textbooks for examples of elaborate analogies. The results of this study demonstrate 43 elaborate analogies could be found. Physical categories appeared to contain the greatest number of elaborate analogies. These analogies are objectively evaluated, using the TWA Model that uses an analogy to explain a science concert and contains six operations. In the results of this evaluation, many analogies contain the four or five operations, and none of the analogies contains a "indicate where analogy breaks down" operation. Therefore, these results indicate that all textbooks do not warn about those analogies which may be a double-edged sword, so when students intentionally or inadvertently compare features that do not correspond to one another, misunderstanding and misdirection can result. The second purpose of this study is to investigate where the bridging analogies strategy can be effective in science teaching, and in facilitating creativity. This strategy is improved on compared to the former one. The strategy can lead to conceptual change starting from existing conceptions in that the student can make intuitive sense of aspects of the scientific theory. By establishing analogical connections between situations, students initially view as not being analogous, students may be able to extend their valid intuitions to initially troublesome target situations. This improved strategy adds two new parts for creating analogies and a discussion of the former one. The results of this study indicate that this new strategy can be effective in science teaching, and in facilitating creativity.