An evaluation of the use of analogy, simile, and metaphor in science texts

Abstract

Abstract Teaching materials with extensive analogies, similes, and metaphors were written for two high‐school biology units. Their effect on learning and attitude was assessed by a comparison to students using a literal version of the same text. Little was found to support the contention that the use of these systems increases student achievement, and there was some indication that they may have a negative effect on student attitudes.