Study On The Using Of Analogy In High School Chemistry Education

In this paper, we define analogy and instructional analogy firstly. It is not a necessary reasoning which conjectures their similarities from two or more objects'properties. Analogy is based on some external base and is widely used as logistic thinking modes, thinking methods and cognitive skills. As we all know, a lot of great ideas in the history of science were conceived by analogy, which brought hypothesis, inspiration, savvy and creation. Many scientists attach importance to analogy and use it widely in scientific research. In the field of science education, the using of analogy can make great help for the students'knowledge studying and thought developing.Based on lots of references of analogical reasoning, this article summarizes the development on the concepts, research methods, theories, as well as the status of analogical reasoning research and the argues that the researchers focus on in these days. Although analog has been researched a lot by psychologists, it was seldom to science education. Instructional analogies refer to those instances in which some less familiar domain is made comprehensible by appealing to similarity relations with a more familiar domain.Studies are grouped in this paper under two major categories, text-based analogy and teacher-based analogy according to whether the analogies are included in text, or whether they are presented by teacher or researcher. Those studies that combine text-based analogies with additional instruction are placed in the former category. This research is based on case study and test study. The researcher tries to find the rule of the using of instructional analogy, and make suggestions for advancing the effect of instructional analogy.