Different patterns of students’ analogical reasoning have been observed in different situations. First, learners notice and use much more analogies when the learning occurs in everyday life contexts rather than in academic settings (Dunbar, 2001). Second, the level of analogical reasoning, demonstrated by students, changes along with knowledge acquisition and cognitive development, and it undergoes a Brelational shift^ from attending to object similarities to relational similarities (Gentner, 1988; Rattermann & Gentner, 1998). Third, in Blonger distance^ analogies, where the source and target domains are distant, students have more difficulties in noticing and attributing differences rather than commonalities and detect differences less often (Markman and Wisniewski 1997; Gentner and Markman 1997). Forth, students come up with innovative design solutions mainly when they use Blonger distance^ analogies such as that used in biomimetic design (Fu et al. 2014).