Ankhi PAUL1, Andery LIM2, Sallimah M. SALLEH3, Masitah SHAHRILL4
1 Mrs., Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam,
Bandar Seri Begawan, BRUNEI DARUSSALAM
2 Dr., Science, Technology, and Environment Partnership (STEP) Centre, Ministry of Education, Bandar Seri Begawan, BRUNEI DARUSSALAM
3 Senior Assistant Prof. Dr., Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, BRUNEI DARUSSALAM, ORCID ID: 0000-0003-4869-8797
4 Senior Assistant Prof. Dr., Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, BRUNEI DARUSSALAM, ORCID ID: 0000-0002-9395-0798
Received: 05.07.2017 Revised: 15.11.2018 Accepted: 16.01.2019
The original language of article is English (v.16, n.2, June 2019, pp.176-186, doi: 10.12973/tused.10273a)
Reference: Paul, A., Lim, A., Salleh, S. M. & Shahrill, M. (2019). Enhanced Learning through Analogy in the Teaching of Cardiovascular System. Journal of Turkish Science Education, 16(2), 176-186.
This study examined the use of analogies incorporated in biology teaching for the topic ‘transport in humans’. An action research approach was utilized, comprising both quantitative and qualitative analyses, in a 10th grade secondary school classroom setting. Parameters such as mean, standard deviation and the covariance analysis from both pre and post tests disseminated revealed that using analogy, as a method of teaching was statistically significant in improving the students’ conceptual understandings and their critical thinking in constructing knowledge from their environment. The quantitative findings were qualitatively supported with the students’ worksheets and outcomes from the interviews. The ability of the students to think critically was observed in the intervention. With the guidance from the teacher, students can reflect upon scientific concept that they learned by successfully bridging between the target and the analogue.
Keywords: Analogy, biology, conceptual understanding, constructive learning,