Either way the goal of an instructional analogy is to

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Unformatted text preview: memory (Ritchie & Karge, 1996). For example, you might compare the structure of the atom to the structure of the solar system, or the information-processing model to a computer. Teachers can provide instructional analogies or students can generate their own. Either way, the goal of an instructional analogy is to help students relate the unfamiliar to the familiar. Although instructional analogies can be useful for students, they also can be difficult for students to use effectively (Zook, 1991). First, if you provide analogies for your students, they may have difficulty differentiating the parts of the analogy that are relevant from the parts that are not. For example, the hard drive of a computer is a useful analogy for long-term memory only in the sense that both computers and humans have semi-permanent storage capabilities. However, the way that information is stored on a hard drive is an incomplete analogy for our complex abilities to interrelate knowledge in memory. 25 Second, when students are asked to generate their own analogie...
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