In recent years, geoscience education researchers have had an increased interest in cognitive science research on analogies, which include physical analog models. These types of analog models are ideal for use when teaching students about complex systems of non-everyday/non-observable events, such as plate tectonics. When relational structures within a familiar base analog are mapped onto those found in an unfamiliar target, the student is more likely to make inferences that lead to deeper understanding of the target. The student’s prior knowledge of the base analog must, however, be accessible and sufficiently complete for proper mapping between the base and target.

Research has shown that people use analogical reasoning to understand the world around them and that support structures may be needed when teaching with analogies. The following support structures have been suggested by researchers: guiding students through the mapping process to insure that systems of causal relations are mapped; providing them with cues to ease the burden on working memory; and selecting analog models that hold the greatest amount of corresponding object attribute and relational structures to the target.

A conceptual framework for a pre-analogy step is proposed here as a cognitive support to help students build a more complete knowledge structure of the base analog used to teach about complex non-everyday/non-observable natural phenomena, such as plate tectonics. The goal of the pre-analogy step is to decrease the cognitive load on the student’s working memory by focusing on understanding the object attributes and relational structures within an analog model presented in the classroom prior to the introduction of the target. This presentation will also include a discussion on retrieving and revoicing of student observations during the pre-analogy step, as well as informal assessments that might be useful before presenting the target.