Abstract:
An important component of science learning is mastery of scientific concepts. The topic of
heat forms an important part of the science curriculum at all levels in the Kenyan education
system. Explanation of heat concepts requires understanding of kinetic theory of matter. The
theory deals with the behaviour of sub-microscopic particles of matter. This abstractness of
the theory presents difficulties in its teaching and learning in secondary schools. As a result,
students have developed misconceptions on physical heat concepts and an unfavourable
attitude towards learning of the concepts. Teaching using analogies has been found useful in
concept learning in science. However the factor of students’ socio-cultural knowledge as the
basis for selecting and designing the analogies has not received adequate attention. There is
also paucity of literature on the effect of analogy teaching on students’ self-concept of
scientific concepts. This study set out to investigate the effect of teaching kinetic theory of
matter using a ‘dance’ analogy on students’ motivation, self-concept and conceptualization of
physical phenomena associated with heat. Data were collected from Form 1 students in 4 coeducational public secondary schools in Nyandarua County. A Heat Concepts Test (HCT) and
a Students’ Motivation Questionnaire (SMQ) were used to collect the data. Purposive
sampling technique was used to identify the Form 1 classes to participate in the study which
were randomly assigned to the four design groups of the Solomon Four Non-equivalent
Control Group design adopted by the study. The instruments were pilot-tested to assess their
reliability and construct validity in 2 co-educational public schools in Nyandarua County.
Reliability of the HCT was estimated using the alternate forms technique while that of the
SMQ was estimated using the split-half technique. The reliability coefficients were computed
using Pearson’s product-moment correlation. The reliability coefficients obtained were above
the 0.7 level required for social science research. Data were analysed using student’s t-test and
Analysis of Variance (ANOVA). Hypotheses were tested at α = 0.05 level of significance.
Results obtained indicated that teaching kinetic theory of matter using the dance analogy
produced significantly better conceptualization, motivation and self-concept and reduced more
students’ misconceptions of physical phenomena associated with heat compared to teaching
using conventional instructional techniques. Based on the findings, the study recommends
that teachers should often use analogies to teach abstract scientific concepts and in so doing
consider students’ socio-cultural knowledge as the basis for selecting and designing the
analogies. The study recommends further research to establish ways in which analogy
teaching could be integrated within other pedagogical models of teaching science.
