Teaching Chemistry Effectively with Analogy in Thai Year 10 and 12 Classrooms
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Abstract
Analogy can be an effective tool to assist learning and teaching in science classrooms. Accordingly, the main research purpose of this study was how Thai chemistry teachers use analogies effectively through a professional development programme. The main research question was how to improve Thai chemistry teachers’ effectiveness to teach chemistry concepts with analogies. Action research was used to generate and develop the lesson plans based on the interest, experience and competency of a group of in-service chemistry teachers who were willing to participate in the PD programme. As a result, five lesson plans were developed based on their experience of teaching in different school contexts. Several chemistry concepts to be taught included isomerism, electrophilic aromatic substitution, molecular shape, polar and non-polar molecule and length and energy bond. This paper focuses on teaching isomerism with an analogy. Although it might not be easy to seek appropriate analogies which are exactly suitable for the students, teaching with analogies did seem to be an interesting way for in-service teachers to teach chemistry. This finding might be an indication that commencing and embracing the use of analogies can be an inspiration for learning and teaching chemistry.
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