Abstract

The paper traces the ever increasing list of concepts science students perceive as difficult to use inadequate techniques by teachers in presenting the concepts in classroom situations. This is despite the attempts by science teachers in using systematic analogical teaching strategies to clarify concepts. The authors blame this failure on the use of analogies drawn from divergent cultural milieus and thus stressed the need for science teachers, especially in a multicultural society like Nigeria, to have a focus on culturally-based analogy generators. The paper went ahead to exemplify such analogies as well as devised a model of lesson plan based on the Teaching-With-Analogy model for a chemistry base topic. The paper concludes that should secondary school science teachers follow this imprint, the ever increasing long list of difficult science concepts would be shortened for secondary school students for good.

Key words: Concepts, science, culture, analogy, learning, lesson.