Elementary Students’ Modeling Using Analogy Models to Reveal the Hidden Mechanism of the Human Respiratory System

Evaluating the effects of the analogical learning approach on eighth graders’ learning outcomes: the role of metacognition

“…Analogies that incorporate visual and spatial cues can facilitate learning through helping learners create a concrete and perceptible model of abstract scientific explanation or intangible phenomena (Richland et al, 2007;del Mar Aragon et al, 2014). Although studies have shown encouraging results indicating that elementary learners benefited from analogical-based approaches (e.g., Mason, 1994;Chuang and She, 2013;Han and Kim, 2019;Vosniadou and Skopeliti, 2019), thinking with analogies may not be as easy as it looks. Reasoning with an analogy may become challenging when the to-be-learned concept involves a complex mechanism (Cho et al, 2007).…”

An activity for gifted and talented students to learn the concept of keystone species

“…In addition to that, the activities prepared with the analogy model form the infrastructure of the education system assuring that students gain skills and facilitating the formation of models of other sort (Aragόn, Oliva & Navarrete, 2014). In the study conducted by Han and Kim (2018), it was aimed to see how primary school students cope with the human respiratory system with analogy-oriented activities. In this research it was put forward that analogy-oriented activities could be the source of students' reasoning and other models to be created.…”

“…In this context, it can be declared that the activity designed in the research is an analogy that helps students to explain the concept of keystone species relating it to the keystone used in architecture, through the definition of the concept. When the literature on the subject is examined, it is seen that there is a body of research on the use of analogy in the teaching process (Akamca & Hamurcu, 2009;Crain & Hale, 2019;Celik, Kirindi & Kotaman, 2016;Han & Kim, 2018;Hidir & Korhasan, 2018;Oren & Ates, 2018) and guiding teaching materials (Bakirci & Calik, 2013). For example, in the study conducted by Akamca and Hamurcu (2009), it was determined that science and technology education supported by analogies, concept caricatures and prediction-observation-explanation techniques contributed positively to the academic achievement of 5th grade students.…”

Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling

“…According to Won et al (2014), scientific modeling and understanding the mechanisms of the human respiratory system can be cognitively challenging for elementary school students because of the abstract concept of pressure difference. To help students overcome these cognitive difficulties, their teacher guided them with the syringe analogy model (Han & Kim, 2019). In their small group, they performed three cognitive tasks: (1) discussions which enabled them to articulate their claims, evidence, justifications, and rebuttals on each other's explanations;…”

“…(2) co-construction of the structure and functions, and (3) explaining the mechanisms of the syringe model that represented the human respiratory system. Earlier studies support the cognitive tasks of co-constructing the structures, functions, and mechanisms behind certain natural phenomena (in this case, the human respiratory system) in order for students to understand how these natural phenomena work (Han & Kim, 2019;Hmelo-Silver et al, 2015). To accomplish this in a small group, students needed to exchange ideas, formulate, refine, and arrive at the right model.…”