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1.
The use of analogies in language teaching: Representing the content of teachers' practical knowledge 总被引：1，自引：0，他引：1
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies. 相似文献
2.
Paul Thagard 《科学教学研究杂志》1992,29(6):537-544
This article applies a theory of analogical thinking as satisfaction of multiple constraints to the use of analogies in instruction. It shows how the strengths of particularly good analogies and the weaknesses of particularly bad ones can be understood in terms of pragmatic, semantic, and structural constraints. These constraints suggest lessons for how analogies can most effectively be used in instruction. 相似文献
3.
How analogies foster learning from science texts 总被引：1，自引：0，他引：1
This article provides an introduction to extended text-based analogies used for instructional purposes in science textbooks. A theoretical framework for understanding learning via extended analogies is discussed, and examples of extended textual analogies are provided. Research which provides direction in how to optimally use analogies in science instruction is reviewed. Characteristics of good analogies, types of learners who might benefit from the use of analogies, and kinds of learning which might be facilitated are discussed. The issue of possible misconceptions generated via instructional analogies is addressed, in conjunction with suggestions for remediation. Finally, recommendations for effective use of analogies in text are made, suggestions for instructional practices accompanying textual science analogies are provided and directions for future research are suggested. 相似文献
4.
Leela Thomas PhD 《Journal of Teaching in Social Work》2013,33(1-2):247-271
This paper examines the use of analogies in statistics instruction. Much has been written about the difficulty social work students have with statistics. To address this concern, Glisson and Fischer (1987) called for the use of analogies. Understanding of analogical problem solving has surged in the last few decades with the integration of psychology and artificial intelligence. However, the application of analogies has not been examined further in social work literature. This work uses cognitive science to discuss the five steps of analogical problem solving. Implications for statistics instruction in social work are discussed with examples. 相似文献
5.
6.
This study used a conceptual problem solving test to investigate the effect of a series of pictorial analogies on the concepts
of density, pressure, and atmospheric pressure in Year 8 classrooms. The analogies were taught following Glynn's teaching
with analogies model. It was found that the students taught with the pictorial analogies scored significantly higher than
their counterparts (p<01). In addition, the low achievers benefited more from this teaching strategy than did the high achievers. Further, qualitative
analysis revealed that most of the students' alternative conceptions were from preexisting naive intuitions rather than arising
from analog instruction. 相似文献
7.
Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt perceptual support. Although most work on concreteness focuses on conceptual support through examples or analogies, here we consider notational concreteness—perceptual-motor supports that provide access into the dynamic structure of a representation itself. We hypothesize that perceptual support may be maximally beneficial as an initial scaffold to learning so that later static symbol use may be interpreted using a dynamic perspective. This hypothesis meshes with other findings using concrete analogies or examples, which often find that fading these supports over time leads to stronger learning outcomes. In an experiment exploring this hypothesis, we compared gains from the fading out of dynamic concrete physical motion of symbols during instruction with the introduction of motion over the course of instruction. In line with our theoretical perspective, concreteness fading led to significantly better achievement than concreteness introduction after Day 2 of the intervention. 相似文献
8.
This paper describes an analogy classification framework used with high school chemistry textbooks. The framework takes into account aspects of past research into analogies in science education to allow for a systematic classification of textbook analogies based upon nine criteria including chemistry content area. Many of the 93 analogies classified described abstract chemistry concepts such as atomic structure and bonding, however, the frequent use of simple analogies, and the scarcity of stated limitations, are likely to create learning problems for students. In some textbooks, authors made use of margin spaces to include more analogies and these marginalised analogies often contained a pictorial component. Recommendations for further research into analogies in science education and possible methodological approaches are suggested. 相似文献
9.
An analogy is a model drawn from one contextand used to support understanding in anothercontext. This study investigates the extent towhich analogies in instructional science booksare provided by authors. The books surveyed areavailable from commercial suppliers andintended for use in the elementary schoolclassroom with 7 to 11 year old children.Eighty texts were analysed for the presence orabsence of analogies. Forty-five of the booksoffered no analogies at all. In the remainingthirty-five books, 92 analogies were found.These were classified in line with earlier workon analogies for older students by Curtis andReigeluth (1984) and the findings arediscussed. The extent to which teachers candraw upon the analogies in such texts tosupport children's understanding isconsidered. 相似文献
10.
Vanessa Kind 《International Journal of Science Education》2019,41(7):911-943
ABSTRACTThis paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the rubrics are based on qualitative analyses of planned topic-specific professional knowledge (TSPK) and content knowledge (CK). Data were collected via three topic-specific vignettes from 239 pre-service science teachers (PSTs) starting a university-based, full-time, one year teacher education programme in England. The statements were analysed for TSPK and CK. PSTs’ statements proposed instructional strategies comprising demonstrations, explanations, illustrations and analogies, classified as Relevant to the science topics, others Irrelevant. Some Relevant strategies missed an aspect that may, if enacted, help students’ learning, so were judged Incomplete. Statements were also analysed for evidence of relevant and correct CK. CK and TSPK statements are aligned into grids, creating PCK rubrics. These demonstrate the precise nature of knowledge likely to lead to instruction that impacts positively on student learning. The rubrics present the possibility of PCK repertoires that contribute clarity and precision to teaching instruction. Although findings cannot be generalised, the methodology offers a strategy for supporting out-of-field teachers, and those seeking instructional strategies to add to existing repertoires. 相似文献
11.
Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness
Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed. 相似文献
12.
This article reports an interpretive examination of four teachers' use of analogies to teach chemistry. The study describes why the teachers chose to use analogies, how the characteristics of the analogies employed varied from teacher to teacher, and from where the teachers derived their analogies. These teachers used analogies spontaneously, as well as on a planned basis, to explain abstract chemistry concepts both on a whole-class basis and for individual students who indicated a lack of understanding. The teachers appeared able to ascertain that the students required an alternative representation without overtly seeking evidence to this effect. The presented analogies, especially those that were of the simple-comparison type, appeared to have a motivational impact on the students. Several analogies were extended to map selected attributes, and these were believed by the teachers to be powerful explanatory devices. Pictorial analogies were frequently used to enhance analog familiarity, and further analog explanation was not uncommon, although the frequency with which the teachers stated the presence of analogical limitations was low. The article concludes by suggesting how science teacher education can be informed by case studies of teaching in context, in this instance of analogy-inclusive teaching by four experienced chemistry teachers. 相似文献
13.
Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction 总被引：2，自引：0，他引：2
In most work investigating factors influencing the success of analogies in instruction, an underlying assumption is that students have little or no knowledge of the target situation (the situation to be explained by analogy). It is interesting to ask what influences the success of analogies when students believe they understand the target situation. If this understanding is not normative, instruction must aim at conceptual change rather than simply conceptual growth. Through the analysis of four case studies of tutoring interviews (two of which achieved some noticeable conceptual change and two of which did not) we propose a preliminary list of factors important for success in overcoming misconceptions via analogical reasoning. First, there must be a usable anchoring conception. Second, the analogical connection between an anchoring example and the target situation may need to be developed explicitly through processes such as the use of intermediate, bridging analogies. Third, it may be necessary to engage the student in a process of analogical reasoning in an interactive teaching environment, rather than simply presenting the analogy in tetext or lecture. Finally, the result of this process may need to be more than analogical transfer of abstract relational structure. The analogies may need to be used to enrich the target situation, leading to the student's construction of a new explanatory model. 相似文献
14.
This study compares transfer performed by subjects trained to solve verbal analogies, with transfer by subjects trained to construct them. The first group (n = 57) received instruction in a strategy to solve verbal analogies and the second group (n = 66) was trained in strategies for constructing such analogies.Before and after intervention, all subjects received three analogical tasks: verbal, figural and numerical. The success rate was measured by an effectiveness measure. Even though both interventions improved performance, the construction group scored higher results in the numerical and figural analogy tasks. Following Sternberg's “componential sub-theory of intelligence”, the constructors' advantage is attributed primarily to higher-level activation of the three significant metacomponents: problem recognition, strategy planning and supervision in task performance. 相似文献
15.
Dilemmas of Teaching Inquiry in Elementary Science Methods 总被引：2，自引：0，他引：2
Newman William J. Abell Sandra K. Hubbard Paula D. McDonald James Otaala Justine Martini Mariana 《Journal of Science Teacher Education》2004,15(4):257-279
Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics. 相似文献
16.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account. 相似文献
17.
Usha Goswami 《Journal of Research in Reading》2001,24(1):19-29
Savage (2001) makes 3 basic claims about the scientific database concerning rhyme and analogy in reading. The first is that the relationship between rhyme and reading remains controversial. The second is that there is doubt about the relevance of children’s ability to make orthographic analogies for classroom reading instruction. The third is that training studies in reading have shown that rhyme is not important. These claims are considered in the current paper. 相似文献
18.
Randy K. Yerrick Elizabeth Doster Jeffrey S. Nugent Helen M. Parke Frank E. Crawley 《科学教学研究杂志》2003,40(5):443-463
Analogies have been argued to be central in the process of establishing conceptual growth, making overt connections and carryover into an intended cognitive domain, and providing a generative venue for developing conceptual understanding inherent in constructivist learning. However, students' specific uses of analogies for constructing arguments are not well understood. Specifically, the results of preservice teachers' knowledge gains are not widely studied. Although we would hope that engaging preservice science teachers in exemplary lessons would assist them in using and generating analogies more expertly, it is not clear whether or how such curricula would affect their learning or teaching. This study presents an existence proof of how preservice science teachers used analogies embedded in their course materials Physics by Inquiry. This fine‐grained analysis of small group discourse revealed three distinct roles of analogies including the development of: (a) cognitive process skills, (b) scientific conceptual understanding, and (c) social contexts for problem solving. Results suggest that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development. Although the authors agree with the importance of collaborative problem solving and the insertion of analogies for preservice teachers' conceptual development, we believe much more needs to be understood before teachers can be expected to construct and sustain effective learning environments that rely on using analogies expertly. Implications for teacher preparation are also discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 443–463, 2003 相似文献
19.
Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual's construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that has been identified for their particular difficulties in teaching science. The study utilized a treatment/contrast group design in which the treatment group was provided instruction that guided them in the generation of analogies to aid in the explanation phase of learning cycle lessons. A relationship between analogy use and positive indicants of teaching performance was observed and a case study of a low performing preservice teacher who drastically improved teaching performance using analogy‐based pedagogy is presented. A notable effect on conceptual understanding of Newton's Third Law as a result of two brief analogy‐based demonstration lessons was also observed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 565–585, 2007. 相似文献
20.
Abstract This study combines a critical analysis of analogies found in eight chemistry textbooks used by Australian senior high school students with the views of the textbook authors about analogies in chemistry textbooks and teaching. Sixty‐two analogies were identified which described abstract chemical concepts such as atomic structure and collision theory. A range of styles, including pictorial analogies, were identified and the analogies were found to have variant amounts of analogical mapping and analogue explanation. Analogical limitations were rarely identified. Authors contended that they were cautious about including analogies in textbooks as analogies require a flexibility not available when they are set in print. It was argued that analogy was best applied as a strategy for teachers in response to them perceiving that students had misunderstood an original explanation. 相似文献