Learning Concepts from Biology Text Through Pictorial Analogies and an Analogical Study Guide

Bean, Thomas W.; Searles, Denise B.; Singer, Harry; Cowen, Stan

doi:10.1080/00220671.1990.10885961

Cited by 35 publications

(23 citation statements)

References 3 publications

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“…It is known that pictures are more memorable than sentences. Bean et al (1990) reached the conclusion that an analogy presented in a pictorial-verbal format is more effective in understanding the structure and functions of a cell than an analogy presented in verbal format. In physics textbooks do not emphasize the physics formula (law) analogy.…”

Section: Resultsmentioning

confidence: 99%

Analogies in Science Education

Jonāne

2015

PED

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Abstract. Scientific literacy as a goal of education for sustainable development focuses attention to development of learning, inquiry, and "transfer" skills to enable young people to be able to use the aquired knowledge an skills in everyday and professional activities. This means that student must apply knowledge and skills from some to the new situation, from one area to another, not directly, but generalised, seeing similarity or analogy between them. Analogical reasoning is a central cognitive ability that is used in our everyday lives, in research, teaching and learning.The study analized usage of analogies in physics textbooks for Basic and High School in Latvia. Seven physics textbooks are examined by using the descriptive analysis method. The usage of analogies were analysed to discuss on their effectiveness for a deeper acquisition of science concepts and phenomena, for developing students' reasoning, meaning making, and transfer skills during teaching physics.

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Section: Resultsmentioning

confidence: 99%

Analogies in Science Education

Jonāne

2015

PED

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“…It is also proposed by educators that the integration of multiple teaching strategies could promote students' conceptual learning and knowledge construction (e.g., Bean et al, 2001;Odom & Kelly, 2001). Hence, on the basis of various constructivist-oriented science teaching strategies and models (e.g., Black & McClintock, 1996;White & Gunstone, 1992;Tsai, 2000a), the constructivist-oriented science instructional activities were developed and implemented in this study.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, current practice in science education encourages the use of multiple ways to assess students' learning outcomes (Mintzes, Wandersee, & Novak, 2001). The measurement of learners' cognitive structures should be one of important indicators in assessing what they know (Tsai, 2001b), despite the fact that traditional-oriented assessment methods, such as multiple-choice question (e.g., Dimitrios & Heleni, 2002;Soyibo & Evans, 2002), matching tests, and short essay questions (Bean et al, 2001), have been widely used to evaluate learners' science learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Development of elementary school students' cognitive structures and information processing strategies under long-term constructivist-oriented science instruction

Tsai

2005

Sci. Ed.

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ABSTRACT:The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were assigned to either a constructivist-oriented instruction group or a traditional teaching group. The research treatment was conducted for 5 months, including six instructional units, and students' cognitive structures were probed through interviews coupled with a "metalistening technique" after the instruction of each unit. The interview narratives were transcribed ELEMENTARY SCHOOL STUDENTS' COGNITIVE STRUCTURES 823into the format of "flow maps." In addition, the information processing modes shown in the flow maps were also investigated through a series of content analyses. The findings showed that the students in the constructivist-oriented instruction group attained significantly better learning outcomes in terms of the extent and integration of their cognitive structures, metacognition engagement, and the usage of information processing strategies. Moreover, it was also revealed that both high achievers and low achievers benefited from the constructivist-oriented instructional activities, but in different ways. For example, both high achievers and low achievers in the constructivist-oriented instruction group attained better usage of information processing strategies than their counterparts in traditional teaching group did; but only high achievers displayed better usage of higher order information processing modes (i.e., inferring or explaining) than their counterparts in traditional teaching group did. The results in this study finally suggest a four-stage model for students' process of constructing cognitive structure under the constructivist-oriented science instruction, including "cognitive structure acquisition," "metacognition enrichment," "cognitive structure integration," and "cognitive structure refinement." C 2005 Wiley Periodicals, Inc. Sci Ed 89: 822 -846, 2005

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“…the DNA double helix is like a ladder), complex instructional analogies are characterized by multiple shared features (Stepich & Newby, 1988). Complex instructional analogies try to link nonobservable, theoretical concepts with familiar or observable phenomena at several points (e.g., Bean, Searles, Singer, & Cowen, 1990;Flick, 1991;Lawson, Baker, DiDonato, Verdi, & Johnson, 1993;Nichter & Nichter, 1986;Stepich & Newby, 1988;Webb, 1985;Zeitoun, 1984). These additional points of connection presumably allow students to think more deeply about and form more connections between the presented analogy and the target concepts.…”

Section: Introductionmentioning

confidence: 99%

Complex instructional analogies and theoretical concept acquisition in college genetics

Baker

Lawson

2001

Science Education

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This study investigated the role of complex instructional analogies on concept acquisition in an introductory college genetics course. The question of whether concept acquisition can be facilitated by use of complex instructional analogies was addressed using an experimental treatment and control group design. The experimental and control group students were administered a pretest of scientific reasoning and genetics knowledge to be used as covariates. The role of complex analogies on student attitude was also evaluated. Experimental treatment included complex instructional analogies. The control group received expository instruction alone. Achievement was assessed by use of eight weekly quizzes. Significant differences in student achievement were found in favor of the experimental group. However, the analogies did not appear to overcome the need for higher-order reasoning skills as the more skilled experimental group students performed significantly better than their less skilled peers. The attitude survey indicated that the majority of experimental group students believed that analogy-based instruction was beneficial.

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Learning Concepts from Biology Text Through Pictorial Analogies and an Analogical Study Guide

Cited by 35 publications

References 3 publications

Analogies in Science Education

Analogies in Science Education

Development of elementary school students' cognitive structures and information processing strategies under long-term constructivist-oriented science instruction

Complex instructional analogies and theoretical concept acquisition in college genetics

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