After we were talking about some principles of teaching with analogies. We know when to show you how you can implement an analogy in your science classroom. So, teaching with analogies. What does an analogy doing? An analogy is doing nothing else than comparing features from two worlds. It compares features from the source domain and experience-based source domain within abstract target domain. So, you compare something from everyday life with a science topic. And for example, imagine the analogy of comparing an eye with a camera. Comparing the camera is like the eye. So, you want to talk about the eye. You want to communicate how an eye works and you're using the camera as a starting point. So, comparing different features with each other, this is what an analogy is doing. And you have to be really clear about which kind of features are compared. But before implementing this analogy in a science classroom, you have to be sure how to implement it. And there colleagues from Australia developed a guide that can really help you to structure your implementation of analogies, the so-called FAR guide. Focus, Action, Reflection. What does this mean, focus? You are starting to focus before you enter the classroom. So, do not use as a metaphor and analogy spontaneously but reflect on them before you're using them. And you have to be sure about the concept, the science concept to be communicated. Is this unfamiliar to your students? If this is difficult, where is it difficult to understand? And is it abstract? And your second, you have to be sure about your students. Where are your students standing? What are their preconceptions? What do they already know about the concept to be taught? And the third is you have to be sure about the analogy itself, about the anagram. Because the analog, it needs to be familiar to the students to really be successful for science teaching. We have analyzed a lot of analogies and we wanted to find out why a lot of literature about the use of analogies shows that often it's not successful to teach with metaphors and analogies. And what we have found, that in 80% of the cases, in 80% of the cases where teaching with an analogy breaks down, we have analogies that are not familiar to the students. For example, comparing an atom with the solar system. This is a very popular metaphor or a very popular analogy in school science, but who has experienced with the solar system? Or for example, the analogy of the brain as a computer. Who knows how a computer works? So, what you have to do is you really have to choose examples that are not only familiar to you as a teacher, but when you know that they are familiar to your students too. Action. So, you're in the classroom, you're standing in the classroom and implementing a metaphor or an analogy. So, when your implementing an analogy, you have to be sure to discuss about the likes and the unlikes of the analogy. So, you have to communicate. Where does it work, where can we compare features from the analog to the target, and where can't we do this? Where does the analogy break down? So for example, the camera is like the eye. There you can compare the cap of the objective with the eyelids to protect, or you can compare the idea that you can focus the camera with how you can focus with the eye. But you can't compare for example that the camera is taking one picture after the other while your eyes are continuously sending pictures to the brain. So, discussing where the analogy works and where does it break down is a very important feature of implementing a metaphor or analogy into a science classroom. Reflection. So, you have finished your lesson, you have finished your lecture and the most important thing in teaching is that you reflect on how did it go? Have I been successful in science teaching? And then you have to reflect, where did the analogy work? Was it successful? And you can reflect on how to change it next time, how to develop this analogy a bit further. So, to give some structure for the implementation of analogies, I would propose that before you enter your lesson, before you entered your lecture, you make some notes about the science concept to find out. Is it complex? Is it unfamiliar? Is it abstract? You make some notes about where are your students standing, what are their preconception, their relevant preconceptions on this field. You make some notes about the analogy itself. And this means that you reflect and really write down where this analogy is experienceable for your students, is this analogy from the everyday life? And then, what are doing next is that you explicitly right down the likes and the unlikes of the analogy. So, comparing the camera with the eye, it means comparing different elements. Or for example, a very popular analogy in biology is comparing the protein biosynthesis with building a house. So, the master plan is the DNA, or the architect's office is the nucleus, or copying a master plan is transcription, and so on. So, really write down where the analogy works and write down where it breaks down so that you are prepared for your lesson and you can implement it very fruitfully.