Research in concept learning in science reveals that analogy is an effective instructional strategy in facilitating conceptual change within a constructivist paradigm. However in non-Western countries most of the analogies used by researchers and teachers have merely replicated analogical models fashioned for teaching science within Western contexts. This book focuses on enhancing concept learning in science through context-rich analogies. In particular the book explores the effect of a traditional African dance analogy derived from learners' socio-cultural environment in learning physical...