Test‐based Analogies

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

doi:10.1080/0270271900110403

Cited by 24 publications

(24 citation statements)

References 5 publications

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“…The analogical text significantly aided students' recall of cell parts and functions, both immediately and after a 2‐week interval. Using similar procedures, Simon (1984) and Bean, Searles, Singer, and Cowan (1990) also found that secondary school students who read analogical science texts recalled significantly more of the information presented in those texts than did students who received nonanalogical expository texts.…”

Section: Instructional Use Of Analogies With Primary and Secondary Scmentioning

confidence: 80%

“…Not all studies using text‐based instructional analogies have found that participants who received an analogical text recalled more information compared to students who read a standard expository text. For instance, Bean, Searles, and Cowan (1990) found that junior high school students' understanding of enzyme functioning was not affected by the type of text students received. Bean et al asked students to summarize the passage and describe a process presented in the text.…”

Section: Instructional Use Of Analogies With Primary and Secondary Scmentioning

confidence: 99%

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Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts

Yanowitz

2001

School Sci & Mathematics

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Various scientific concepts were taught to students in the third through sixth grades. Some children were taught the concepts using instructional analogies. Each analogy explicitly compared the science concept to a more familiar topic. Other children received expository texts not containing analogies.Students were asked to recall the texts and to answer inference questions about the science concepts. Fourth-and sixth-grade students read the texts on their own in Experiment 1. Students who read the analogical text showed higher levels of performance on inference questions than students who received the non-analogical texts. In Experiment 2, texts were read aloud to third-and fifth-grade students. The analogical texts were read once, and the nonanalogical texts were read twice to equate the number of times students were exposed to the general principles governing the domains. As in Experiment 1, students who received the analogical texts demonstrated better inferential reasoning than students who received the non-analogical texts.

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Section: Instructional Use Of Analogies With Primary and Secondary Scmentioning

confidence: 80%

Section: Instructional Use Of Analogies With Primary and Secondary Scmentioning

confidence: 99%

Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts

Yanowitz

2001

School Sci & Mathematics

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“…With respect to indexes of learning, a number of prior studies relied on what text comprehension researchers would refer to as textbase-level indexes of learning (Alexander & Kulikowich, 1991;Bean et al, 1990;Donnelly & McDaniel, 1993;Friedel et al, 1990;Gabel & Sherwood, 1980;Yanowitz, 2001). These included acquisition of single facts and concepts from the text, as well as recall or summarization.…”

Section: Discussionmentioning

confidence: 99%

The Role of Prior Knowledge in Learning From Analogies in Science Texts

Braasch

Goldman

2010

Discourse Processes

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“…Many studies have reported that the use of analogies resulted in beneficial outcomes (Hayes and Tierney, 1982;Simons, 1984;Beveridge and Parkins, 1987;Holyoak and Koh, 1987;Brown and Clement, 1989;Cardinale, 1993;Clement, 1993;Donnelly and McDaniel, 1993;Harrison and Treagust, 1993;Solomon, 1994;Treagust et al, 1996;Glynn and Takahashi, 1998;Fast, 1999). This research suggests that there are three main roles that analogies can play in promoting meaningful learning: (1) they can help students develop an understanding of new information (Simons, 1984;Thiele and Treagust, 1992;Glynn and Duit, 1995;Gentner and Markman, 1997;Iding, 1997;Venville and Treagust, 1997;Glynn and Takahashi, 1998), (2) they can help students visualize new or abstract information (Curtis and Reigeluth, 1984;Simons, 1984;Brown, 1993;Harrison and Treagust, 1993;Thiele and Treagust, 1994a;Dagher, 1995;Iding, 1997;Venville and Treagust, 1997), and (3) they can motivate students to learn meaningfully (Bean et al, 1990;Lemke, 1990;Thiele and Treagust, 1994a;Dagher, 1995;Venville and Treagust, 1997;Glynn and Takahashi, 1998). Cardinale (1993) claimed that analogical explication can enhance learning in situations where vocabulary is unfamiliar or concepts are complex and abstract.…”

Section: Introductionmentioning

confidence: 99%

Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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Test‐based Analogies

Cited by 24 publications

References 5 publications

Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts

Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts

The Role of Prior Knowledge in Learning From Analogies in Science Texts

Biochemistry instructors' perceptions of analogies and their classroom use

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