Analogies in science and science teaching

Brown, Simon; Salter, S

doi:10.1152/advan.00022.2010

Cited by 43 publications

(37 citation statements)

References 18 publications

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“…An analogy is often used in science, however students may not perceive the gist of analogy furthermore sometimes an analogy can be misinterpreted or discounted, educationalists often concern about the use of an analogy in teaching [1]. To consider the use of analogies, several analogies are very convincing so the reader may pay attention to the similarities that relevant to the problem however the justification of the conclusion bases on logic in nature thus the overall degree of similarity has no meaning in the process [9].…”

Section: Criteria For Analogymentioning

confidence: 99%

The investigation of high school student’s energy concept by using analogies

Toedtanya

Wuttiprom

2017

J. Phys.: Conf. Ser.

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Alternative energy as a tool for the development of small and medium-sized enterprises in Russia L Teslyuk, A Boyarinov, N Dukmasova et al. The investigation of high school student's energy concept by using analogies K Toedtanya and S Wuttiprom* Department of Physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190Email: *sura.w@ubu.ac.thAbstract. Alternative energy tends to be more widespread in Thailand because the advanced technology, enhance the potential of equipment which becomes more economically rather than setting in laboratory likes in the past. For this reason students should understand profoundly about the characteristic of energy before they learned about alternative energy. To help students get more comprehension about the characteristic of energy, we need to investigate the idea about energy. There are three main reasons for the investigation (1) to know how students use analogy to describe characteristic of energy (2) to find out the most frequent characteristic that student used (3) to classify analogies for energy by using category of misconceptions which helped us to group students if there were any vague content in students' explanation. Students were given a task to write their analogies after doing the STEM activity (Bungee Jump) in class. The answers were categorized into four terms of scientific contexts: energy can be accounted, can change forms, can be lost and can be transferred. IntroductionEnergy education has become extremely convincing people in society because the demand of energy has been rising but the energy resources has been decreasing [4]. To teach the energy, analogies are valuable tools to explain energy in a tangible way [3]. In the present many science text books use analogies to illustrate the idea of science [5]. On the other hand analogies can show how students conceptualized the idea of energy [7]. There were the investigations about energy concept by using students' analogy. Those paper focused on students who study in different science topic or same topic with different aspects [7]. But in this paper we did both investigation and classify the students' analogies with. There were three objective (1) to know how students use analogy to describe energy characteristic analogies (2) to know the most frequent characteristic that students used (3) to classify analogies for energy by using category of misconceptions. We used analogies as tools to see what students conceptualized energy in the way that student.

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Section: Criteria For Analogymentioning

confidence: 99%

The investigation of high school student’s energy concept by using analogies

Toedtanya

Wuttiprom

2017

J. Phys.: Conf. Ser.

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“…En complemento con lo anterior, otros estudios han sido desarrollados alrededor de los componentes del CPC, tales como el mapeo de estrategias de aprendizaje en estudiantes de fisiología (25,26), la identificación de prácticas de enseñanza en procedimientos de medición (27) o el uso de analogías para entender mecanismos de la fisiología respiratoria (28) y los principios de la difusión (29) o como recurso didáctico en la enseñanza de la fisiología (30).…”

Section: Introductionunclassified

Conocimiento pedagógico de contenido en docentes de fisiología

Correa-Bautista¹

2017

Rev. Fac. Med.

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INVESTIGACIÓN ORIGINAL | Resumen |Introducción. El conocimiento pedagógico de contenido (CPC) es un saber especializado resultado de la práctica y la experiencia del docente en el aula. Se requiere avanzar en la comprensión del conocimiento pedagógico del docente universitario que enseña fisiología humana.Objetivo. Explorar los tipos de contenidos, el conocimiento de los estudiantes, las estrategias y representaciones didácticas, la evaluación y las orientaciones pedagógicas utilizadas por docentes universitarios que enseñan contenidos sobre la fisiología del sistema respiratorio.Materiales y métodos. Estudio múltiple de caso realizado en cuatro docentes de fisiología pertenecientes a un programa de medicina. Se aplicó el cuestionario de representaciones de contenido de manera autodiligenciada, se realizaron videograbaciones de las clases de fisiología del sistema respiratorio y se empleó el protocolo de registro de evidencia del CPC.Resultados. La población estuvo conformada por cuatro sujetos, dos docentes expertos y dos novatos. Se caracterizó la forma en que entienden los procesos de aprendizaje de los estudiantes, el conocimiento que tienen sobre las estrategias y representaciones que utilizan y el conocimiento sobre los distintos enfoques de evaluación del aprendizaje. Cada docente evidenció visión y propósitos de enseñanza diferentes.Conclusiones. El estudio de los componentes del CPC es necesario para visibilizar la pedagogía y la didáctica del docente que enseña fisiología humana. | Abstract |Introduction: Pedagogical content knowledge (PCK) refers to specialized knowledge resulting from the practice and experience of the teacher in the classroom. It is necessary to make progress in the understanding of the pedagogical knowledge of the university professor who teaches human physiology.

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“…31 Specifically, students must develop analogical reasoning skills and be shown explicitly how to use analogies and models. 33 Orgill and Bodner interviewed students on the usefulness of analogies, asking them what they needed in order to learn well from analogies. 26 Most of the students found the analogies beneficial but gave a variety of reasons for their effectiveness, including helping them understand concepts or phenomena that cannot be seen with the naked eye.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Brown and Salter's literature review summarizes the three most important elements to focus on when teaching with analogies: to talk explicitly about the analogy; to use well-developed analogies; and to explain the structure and limitations of the analogy. 33 Analogies in chemistry are often used to make the submicroscopic nature of molecules and molecular processes more tangible. For example, Kolb and Kolb describe a classroom analogy for polymerization that uses students as monomers and then has them link hands to demonstrate the process of polymerization.…”

Section: ■ Introductionmentioning

confidence: 99%

Students’ Understanding of Analogy after a CORE (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

et al. 2015

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Students' understanding about analogy was investigated after a CORE learning cycle general chemistry experiment. CORE (Chemical Observations, Representations, Experimentation) is a new three-phase learning cycle that involves (phase 1) guiding students through chemical observations while they consider a series of open-ended questions, (phase 2) developing representations using analogical thinking, and (phase 3) designing and conducting experiments in response to a scientific question. In the CORE experiment used in this study, Polymers and Cross Linking, an analogy was employed in phase 2 when students reflected on the similarities and limitations between objects used in the analogy (the analog) and the chemistry under observation (the target). Owing to the reliance on analogical reasoning in the CORE approach, we conducted a study at a single point in time at the very beginning of a lab course to investigate students' understanding about analogy, the importance of considering the limitations of an analogy, and perceived benefits. Four online questions were asked approximately one week after lab work. Student responses (n = 501) across the four questions provided a rich data set of over 60 000 words (averaging >120 words/student). Results indicate that 75% of students have a basic or better understanding of the analogy, 61% of students connected the analogy with either chemical observations from lab and/or submicroscopic thinking, while 8% connected the analogy to both. A majority of students (57%) described the importance of appreciating the limitations of an analogical model and numerous students offered details about how analogy influenced their conceptual understanding. The data provide insight into student understanding about analogy and the degree to which students recognize the limitations of an analogy, as well as student perceptions of the benefits of the approach. This study informs those interested in developing curricula around the CORE approach and suggests design criteria for investigating student learning when analogies are used as part of lab work.

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Analogies in science and science teaching

Cited by 43 publications

References 18 publications

The investigation of high school student’s energy concept by using analogies

The investigation of high school student’s energy concept by using analogies

Conocimiento pedagógico de contenido en docentes de fisiología

Students’ Understanding of Analogy after a CORE (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

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