林炳洲 類比功課

Physics is a science of science that studies natural laws and their applications in life. The nature of the
concept of physics is abstract, there is something concrete. The abstract concept of physics is difficult to
visualize so that it makes it difficult for students to study abstract concepts of physics. This is what makes
students think physics is difficult and boring, unless it is associated with everyday experience. The problem of
abstract nature of the concept can be overcome by using a learning model, or media as a model. Physics
teachers in learning often use analogy models when communicating with students to convey physics concepts
that are beyond the reach of sensory perceptions, by analogy the teachers help students build understanding,
new concepts that are often complicated and abstract from concepts that have been known 。
The teacher uses analogies related to everyday concepts and events. The analogy explanation model is
an explanation model of a concept or topic by analogy with an event that is easily understood by students .
Teaching analogies works effectively, so a reference concept is needed, namely a physics concept that has been
taught and well understood by students. The concept of reference is needed to explain the target concept,
namely the physics concept of new teaching material. A comprehensive comparison between the two
concepts can broaden the thinking patterns of both teachers and students, and prevent misconceptions by
maintaining the correct preconceptions or changing concept maps thinking students from preconceptions that
are wrong to correct concepts according to the theory that apply to one particular teaching material。
If there are many similarities between the two concepts, an analogy of thinking can be built. The choice
of analogy concept needs to be careful, if students get an analogous concept that is less familiar then students
will not be able to understand the contents of learning, so also when the target concept is easy to visualize,
analogy learning is no longer needed. Some of the advantages of teaching use analogies namely: 1. As a tool to
teach conceptual change 2. Analogy provides visualization and understanding of abstract concepts that refer to
examples in real life 3. Analogy may trigger student learning interest therefore has a motivational effect 4.
Analogy requires the teacher to consider the students' preconceptions about the material to be taught and can
eliminate or reduce misconceptions in the material taught According to Shawn Glynn there are 6 steps that
teachers must do to draw or obtain an analogy, namely: 1. Introducing the target concept. The concept of
targets is a concept that is not public or unknown and will be taught to students. 2. Review or review the full
concept of analogy. Analog concepts are concepts that are general or well known and are usually taught to
students in advance. 3. Identify or look for features or relevant attributes between targets and analogies.
Collect all features or attributes from the target concept and analog concepts to be identified.4. Map the
similarities between the concepts of analogies and targets. The process of comparing all the features /
attributes obtained is called mapping. If there are many similar features / attributes, an analogy can be drawn
or taken. The more similar features / attributes mean the analogy is getting better. 5. Identify or look for
exceptional circumstances where the analogy does not work. Features or attributes that are not similar are
exceptions to the analogy. 6. Taking conclusions about target concepts.
In several studies it has been found that the analogy and analogy approaches can cause students to
misconcept. To prevent this from happening intermediate analogy (analogy of the intermediary) chosen in
explaining a concept must be responsible for providing a perfect link between the anchor and the purpose of
the analogy itself. For example, to explain the force acting on a table, a teacher uses the analogy of a spring
that is pressed by the hand. Students understand that when the spring is pressed by the hand, the spring
carries force on our hands. Whereas in the event that a book is placed on a table, students cannot understand
that the table also does a style to the book because the table is silent. For students, the style is only the
gravitational force of the book on the table. Here the possibility of misconception can occur. To eliminate the
misconception there needs to be a bridging analogy that connects the two. The connecting analogy can be
used for example with a book placed on a flexible board . This connecting analogy is easier for students to
understand because it makes the analogy distance from the analog (target) closer.
 concept : refraction

Path of the car Path of the light

Smooth pavement less dense medium
Muddy denser medium

失效點
The car is particle but the light refraction is wave properties