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1.
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
2.
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
3.
María del Mar Aragón Antonio Navarrete 《International Journal of Science Education》2013,35(12):1960-1984
This article analyzes the relationship between pupils’ level of understanding of the analogies proposed in class while working with a model of chemical change and their competence at constructing a coherent verbal discourse of that model in both its macroscopic and submicroscopic representations. The study participants were 35 pupils in their 3rd year of compulsory secondary education (14–15 years of age) who had been studying chemical change for several weeks in their subject of Physics and Chemistry. The results suggested that the pupils generally understood the proposed analogies quite well, and that a good proportion of them assimilated adequately the verbal discourse inherent in the proposed model of chemical change. There was also a statistically significant association between modeling and analogical thinking. In particular, the pupils with greater understanding of the analogies being considered were also those who tended to show a greater ability to verbalize the model of chemical change and reason with it when solving the tasks they had been set. These results concur with the literature by suggesting that a link exists between analogical thinking and modeling, and that learning with analogies has a positive influence on the construction of the chemical change model. 相似文献
4.
Analogies can play a relevant role in students’ learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students’ prior knowledge and the scientific knowledge they desire them to understand, but also know how to introduce analogies in their lessons. Both aspects have been discussed in the literature in the last few decades. However, almost nothing is known about how teachers draw their own analogies for instructional purposes or, in other words, about how they reason analogically when planning and conducting teaching. This is the focus of this paper. Six secondary teachers were individually interviewed; the aim was to characterize how they perform each of the analogical reasoning subprocesses, as well as to identify their views on analogies and their use in science teaching. The results were analyzed by considering elements of both theories about analogical reasoning: the structural mapping proposed by Gentner and the analogical mechanism described by Vosniadou. A comprehensive discussion of our results makes it evident that teachers’ content knowledge on scientific topics and on analogies as well as their pedagogical content knowledge on the use of analogies influence all their analogical reasoning subprocesses. Our results also point to the need for improving teachers’ knowledge about analogies and their ability to perform analogical reasoning. 相似文献
5.
Lin TJ Anderson RC Hummel JE Jadallah M Miller BW Nguyen-Jahiel K Morris JA Kuo LJ Kim IH Wu X Dong T 《Child development》2012,83(4):1429-1443
This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development. 相似文献
6.
Although the development of abstract knowledge and critical thinking skills has often been extolled as an ideal and as the goal of education (Nisbett et al., 1987), much research in problem solving and other cognitive endeavours points to the role that concrete information and examples play in thinking (Medin & Ross, 1989; Reeves & Weisberg, in press). We discuss the concrete vs abstract knowledge debate in terms of the use of analogies in problem solving and conclude that exemplar‐specific details of problems and the context in which problems are learned guide the transfer of a solution principle from one base problem to a target. The content of problems—what they are about—is often more important than the more abstract, schematic solution principle in influencing retrieval of base analogues (Holyoak & Koh, 1987; Keane, 1987; Ross, 1987) and mapping of the solution principle from base to target (Gentner & Toupin, 1986; Ross, 1987, 1989; Fong & Nisbett, 1991). It is suggested that learning abstract solution principles in a domain (e.g. algebra, physics) benefits greatly when instruction is accompanied by examples illustrating those principles (Cheng et al., 1986; Fong et al., 1986) and that analogical transfer itself serves as a useful means to greater comprehension of a domain (Ross & Kennedy, 1990). 相似文献
7.
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
8.
John J. Clement 《International Journal of Science Education》2013,35(10):1271-1286
Evidence is presented indicating that spontaneously generated analogies can play a significant role in expert problem solving. Since not all analogies are valid, it is important for the subject to have a way to evaluate their validity. In particular, this paper focuses on an evaluation strategy called bridging that has been observed in solutions to both science and mathematics problems. Spontaneous analogies have also been documented in the problem solving of students. The shared natural use of analogies for unfamiliar problems is an expert‐novice similarity. Some of the strategies observed in experts were incorporated in a teaching technique for dealing with students’ preconceptions in mechanics. Students taught via these units achieved large gain differences over control groups. Thus non‐deductive reasoning strategies used by experts can give us valuable clues concerning instructional strategies for science students. This complements the prior focus in the literature on expert novice differences with a focus on expert novice similarities. 相似文献
9.
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
10.
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
11.
Kevin B. Zook 《Educational Psychology Review》1991,3(1):41-72
Although the facilitative effects of instructional analogies have been well-documented, research has ignored their potential role in the formation of domain-specific misconceptions. A model for predicting the likelihood of analogical misrepresentation is presented. The model assumes that two factors interact to influence the potential for misrepresentation: locus of generation (learner-generated or teacher-generated) and component analogical process (selection or mapping). The research reviewed provides support for the model's predictions that (a) selection difficulties increase the potential for misrepresentation under learner-generated conditions, and (b) mapping difficulties increase the potential for misrepresentation under teacher-generated conditions. Application of research findings with proportional analogies and analogical problem-solving to a systematic investigation of the effects of instructional and elaborative analogies is recommended. 相似文献
12.
认知语言学家很久以来就对人类思维与话语中的类推感兴趣,但是对语言行为与类推图式之间的关系属性却研究得甚少.话语隐喻是指能在某个话语群引起一致类推的语言表达结构.类推图式是具体的,是围绕特殊的词汇进行的,话语隐喻是类推图式形成的关键因素. 相似文献
13.
This article considers student analogical reasoning associated with learning practice in creating bio-inspired robots. The study was in the framework of an outreach course for middle school students. Fifty eighth and ninth graders performed inquiries into behavior and locomotion of snakes and designed robotic models using the BIOLOID robot construction kit. We analyzed the interdomain analogies between biological and robotic systems elaborated by the students and evaluated the contribution of the analogies to the integrated learning of biology and robotics. The analogies expressed by the students at different stages of the course were collected and categorized, and their use in knowledge construction was traced. The study indicated that students’ reasoning evolved with learning, towards an increased share of deeper analogies at the end of the course. We found that analogical reasoning helped students to construct knowledge and guided their inquiry and design activities. In the proposed framework, the students learn to inquire into biological systems, generate analogies, and use them for developing and improving robotic systems.
相似文献14.
Abstraction is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in the course of solving an algorithmic problem and highlights three distinct, although interrelated, facets of abstraction: pattern recognition, black-boxing, and structure identification. A study that examined the influence of the POI approach on students' abstraction skills is described; students who learned according to the POI approach were compared with students who learned in a traditional manner with regard to analogical reasoning and problem decomposition and solution, as well as verbal expression. The three facets of abstraction were used to analyze students' abstraction skills and their competency in algorithmic problem solving. 相似文献
15.
研究采用问题解决作业单和认知作业分析法考察了71名高中生解决学科问题时的图式归纳和迁移情况。结果表明：（1）在问题结构相同的情况下，增加问题表面相似性能促进问题解决迁移；（2）近类比条件有助于同一学科领域问题的迁移，而远类比条件可能更有助于跨学科领域问题的迁移；（3）近类比条件下，图式归纳水平对学科问题迁移的影响不大，远类比条件下，较高的图式归纳水平有助于学科问题解决的迁移。 相似文献
16.
Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献
17.
Although there has been considerable research into knowledge transfer for over a century, there remains a need for specific, validated techniques for teaching for transfer. This article reports on classroom-based research in which students learned about complex systems and climate change with agent-based computer models using two different instructional approaches based on productive failure (PF). In both PF approaches, students initially explored a problem space on their own and then received teacher-led instruction. One treatment group used climate computer models whereas the other group engaged in analogical comparisons between the same climate computer models and complexity computer models in different domains. The study found both groups demonstrated significant learning gains by posttest on assessments of declarative and explanatory knowledge and on within domain near transfer. However, students in the two models treatment group performed at a significantly higher level on an across domain far transfer problem solving task. Theoretical and practical implications are considered. 相似文献
18.
Ludwig J. Issing 《European Journal of Psychology of Education - EJPE》1990,5(4):489-499
The use of visualisation in learning material is increasing rapidly. Three major categories of pictures or illustrations are distinguished: representational pictures, logical pictures, and pictorial analogies. This article concentrates on pictorial analogies of which the cognitive functioning depends on identical relations between two non-identical domains. To get more insight into the crucial parameters of pictorial analogies in combination with expository text, two investigatory studies with physics materials are reported. The results show that the use of pictorial analogies can improve learning significantly if they are designed properly and used together with the expository text to be studied. Pictorial analogies should be carefully developed in regard to high structural similarity between the base and the target domain. Understanding of the analogical relationship is supported by inter-connecting the information text closely with references to the relevant features of the pictorial analogy. 相似文献
19.
This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre‐ and post‐lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the “school dance”; the “sugar in a teacup”; the “pot of curry”; and the “busy highway.” The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135–1159, 2005 相似文献
20.
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