Learning science with analogies and metaphors

It is a myth that the language in science is less important than that in liberal arts. It, in fact, requires certain additional ways of communication like pictures, images, graphics and narratives to transfer its meaning from one end to another. There is one more important approach of science communication i.e. analogies and metaphors. Use of analogies and metaphors in science learning is not recent; it has been in practice since 1970s. However, the researches focusing on analogies as an effective language and pedagogical tool for expressing ideas of unfamiliar concepts in science have been started since 1990s. The present paper reflects on employing engaging and interactive ways of using analogies and metaphors for enabling the science learners develop concrete understanding of difficult and abstract science concepts. This paper also identifies the gaps in our understanding of the role of analogies and metaphors in learning science and also highlights the need of shifting from teacher-directed analogies to co-constructed analogies.