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study investigated the effect of an instruction using generating analogy on scientific conceptual understanding, science learning motivation, attitude toward science instruction, and perception of instruction. Two classes of seventh graders at a middle school in Seoul were randomly assigned to the treatment group and the control group, and they were taught about the motion of molecules for 5 class hours. The instruction for treatment group was developed based on the Glynns Teaching-With-Analogy model. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group in the conception test. However, there was no significant difference between two groups in the science learning motivation test and the test on the attitude toward science instruction. Survey results on the students perception of instruction showed that generating analogy was hard for the greater part of students, and finding appropriate analog was the most difficult work. Educational implications are discussed.

The Effect of an Instruction Using Generating Analogy on Students’ Conceptual Understanding in Middle School Science Concept Learning