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

Braasch, Jason L. G.; Goldman, Susan R.

doi:10.1080/01638530903420960

Cited by 52 publications

(48 citation statements)

References 58 publications

(44 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Por ejemplo, se ha identificado que el bajo interés de los estudiantes por los textos científicos se puede atribuir a que dichos textos suelen utilizar gran número de palabras científicas abstractas, que los estudiantes desconocen, y de oraciones y párrafos de gran extensión, que dificultan la comprensión (Mikk & Kukemelk, 2010). También se ha indicado que una de las principales dificultades que tienen los estudiantes para la lectura de textos son sus escasos conocimientos de las ideas que las comunidades de científicos empaquetan y etiquetan a través de términos y símbolos abstractos y complejos (Braasch & Goldman, 2010;Maturano, Mazzitelli & Macías, 2010;Sanmartí, 2007). …”

Section: Discusión Con Relación a La Literaturaunclassified

Desarrollo de los conocimientos sobre los estudiantes durante las experiencias en el practicum: el caso de una aspirante a profesora de Física

Arcila¹,

Gartner

2016

TED

View full text Add to dashboard Cite

This paper shows how a pre-service physics teacher (Alicia) developed her knowledge about students through her first year of pre-service experiences. For that purpose, we adopted a narrative inquiry methodology: stories were used as a rhetoric resource to show Alicia's knowledge, and, simultaneously, as the object of inquiry and the research method. The sources used to collect data were audiotaped interviews, videotaped teaching episodes, researcher's field notes and the teacher's written documents. The data analysis revealed some characteristics of Alicia's developing knowledge about her students, and allowed us to document this development as a three-stage process. In the first stage, she got acquainted with her students' motivation (motivated-unmotivated), academic performance (high-low) and classroom behaviors (positive-negative). In the second stage, Alicia learned some effective strategies to motivate her students, and more appropriate ways to interact with her students to promote learning within them, especially with those that made her feel an emotional, cognitive and relational security or insecurity. In the third stage, the teacher learned about some students' difficulties to perform certain typical tasks of physics classes (solving physics standardized problems and reading physics textbooks); as well as their difficulties to understand physics concepts (such as distinguishing and relating every day language and scientific language or inferring meaningful relations between scientific concepts). We discussed some of the implications for the initial education of physics' teachers.

show abstract

Section: Discusión Con Relación a La Literaturaunclassified

Desarrollo de los conocimientos sobre los estudiantes durante las experiencias en el practicum: el caso de una aspirante a profesora de Física

Arcila¹,

Gartner

2016

TED

View full text Add to dashboard Cite

show abstract

“…College students were divided into an experimental group that read literal text descriptions (in this case, about weather science) or text descriptions that included analogies. In the analogy group, students with stronger prior knowledge about the analog performed better on postintervention knowledge tests (Braasch and Goldman 2010).…”

Section: Experimental Evidencementioning

confidence: 99%

“…In another series of college classroom studies, Braasch and Goldman (2010) demonstrated that the effect of teaching with analogies was largest when the analog was familiar to the students. College students were divided into an experimental group that read literal text descriptions (in this case, about weather science) or text descriptions that included analogies.…”

Section: Experimental Evidencementioning

confidence: 99%

See 1 more Smart Citation

Using Visual Analogies To Teach Introductory Statistical Concepts

Ancker¹,

Begg²

2017

Numeracy

View full text Add to dashboard Cite

Introductory statistical concepts are some of the most challenging to convey in quantitative literacy courses. Analogies supplemented by visual illustrations can be highly effective teaching tools. This literature review shows that to exploit the power of analogies, teachers must select analogies familiar to the audience, explicitly link the analog with the target concept, and avert misconceptions by explaining where the analogy fails. We provide guidance for instructors and a series of visual analogies for use in teaching medical and health statistics.

show abstract

“…To compensate for a lack of prior knowledge on processes at work on Mars, analogies draw on content that is familiar (Braasch and Goldman, 2010), partly because it is tangible and accessible. In the simplest sense, the MFE curriculum assumes students have familiarity with Earth as a consequence of living, working, and playing in it.…”

Section: Earth Science Backbonementioning

confidence: 99%

Mars for Earthlings: An Analog Approach to Mars in Undergraduate Education

Chan

Kahmann-Robinson

2014

Astrobiology

View full text Add to dashboard Cite

Mars for Earthlings (MFE) is a terrestrial Earth analog pedagogical approach to teaching undergraduate geology, planetary science, and astrobiology. MFE utilizes Earth analogs to teach Mars planetary concepts, with a foundational backbone in Earth science principles. The field of planetary science is rapidly changing with new technologies and higher-resolution data sets. Thus, it is increasingly important to understand geological concepts and processes for interpreting Mars data. MFE curriculum is topically driven to facilitate easy integration of content into new or existing courses. The Earth-Mars systems approach explores planetary origins, Mars missions, rocks and minerals, active driving forces/tectonics, surface sculpting processes, astrobiology, future explorations, and hot topics in an inquiry-driven environment. Curriculum leverages heavily upon multimedia resources, software programs such as Google Mars and JMARS, as well as NASA mission data such as THEMIS, HiRISE, CRISM, and rover images.Two years of MFE class evaluation data suggest that science literacy and general interest in Mars geology and astrobiology topics increased after participation in the MFE curriculum. Students also used newly developed skills to create a Mars mission team presentation. The MFE curriculum, learning modules, and resources are available online at

show abstract

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

Cited by 52 publications

References 58 publications

Desarrollo de los conocimientos sobre los estudiantes durante las experiencias en el practicum: el caso de una aspirante a profesora de Física

Desarrollo de los conocimientos sobre los estudiantes durante las experiencias en el practicum: el caso de una aspirante a profesora de Física

Using Visual Analogies To Teach Introductory Statistical Concepts

Mars for Earthlings: An Analog Approach to Mars in Undergraduate Education

Contact Info

Product

Resources

About