Analysing analogies

For many students, a big challenge in learning chemistry and related disciplines is the conceptualisation of processes at the molecular level. Understanding is typically built by connecting and revising prior conceptions and experiences. To assist with this, instructors often use analogies that relate target concepts to analogies with which students may already be familiar. In this article, Orgill et al discuss biochemistry instructors’ perceptions of the use of analogies in their teaching.

David Read summarises and reviews the article.