Analogies are useful tools for chemistry teachers. They can create models for students which are either physical or mental in nature and help students visualize a concept. Research shows that students like analogies and use them to understand concepts, picture ideas and recall information. Analogies motivate students by engaging them, invoking interaction and creating interest by relating to real world experiences.

There are problems with the use of analogies. Research indicates that teachers use analogies spontaneously with little preplanning. This can result in incomplete explanation and comparison to the target concept. Students also sometimes accept analogies as statements of reality without fully understanding the target concept. Finally, analogies can limit the depth of understanding of a concept by providing a simplistic view of a phenomenon.

There are many analogies which are good and useful to students. These analogies are simple, easy to remember and deal with topics that are familiar to students. Analogies should be used when concepts are difficult, when they cannot be visualized and when new concepts are introduced. A variety of examples of useful analogies will be used in this presentation.