Teaching and learning with analogies : friend or foe

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Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science (2012, background): “…– which is more a question of how to negotiate the meaning of a metaphor or analogy than of its structure – addresses the problem many authors describe when teaching with metaphors and analogies, recognising that an analogy can be a “friend or a foe” (for an overview see Harrison & Treagust, 2006).”
Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study (2014, background): “As a consequence, the use of analogies as a pedagogical tool in science education is widespread (Duit, 1991; Harrison & Treagust, 2006).”