When is a science analogy like a social studies analogy? A comparison of text analogies across two disciplines

Curtis, Ruth V.

doi:10.1007/bf00052703

Cited by 26 publications

(16 citation statements)

References 5 publications

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“…Mastering these paradigms means the ability to apply them to a broad variety of tasks. In the context of education, Curtis (1988) showed that the acquisition of inductive reasoning is applicable even in classroom instruction.…”

Section: Theory and Programmementioning

confidence: 99%

Inductive Reasoning in Third Grade: Intervention Promises and Constraints

Hamers

Koning

Sijtsma

1998

Contemporary Educational Psychology

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Section: Theory and Programmementioning

confidence: 99%

Inductive Reasoning in Third Grade: Intervention Promises and Constraints

Hamers

Koning

Sijtsma

1998

Contemporary Educational Psychology

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“…Cf. Curtis (1988) and Iding (1997). Is the previous point connected with the nature of the academic disciplines and corresponding opinions on, and the content of, school subjects?…”

Section: Discussionmentioning

confidence: 99%

Do Teachers Need Instructional Analogies to Teach Mother-Tongue (L1)? – Teachers’ Perceptions and Representations of Difficult Topics in Mother-Tongue Education

Hulshof

Verloop

2005

L1-Educ Stud Lang Lit

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ABSTRACT. The key elements in Shulman's conception of pedagogical content knowledge are knowledge of representations of subject matter and understanding of students' learning difficulties. The present study deals with teachers' perceptions of areas of student difficulty related to their representations of difficult subject matter. The focus is the role of analogies in the representation repertoire of six experienced language teachers who were interviewed about aspects of subject-specific practical knowledge or pedagogical content knowledge: difficult topics in mother-tongue education, related learning problems, representations, use of analogies, need for appropriate analogies, and an instructional model. The main question addressed in this study is whether language teachers use forms of representation that are different from those used by science teachers, including analogies, because of the nature of their school subject. The results indicate that reading comprehension and writing proficiency are considered difficult topics, and there are various representations without analogies. In the teachers' view, there is no need for analogies and an instructional model. It appears possible that language teaching does not lend itself to the use of instructional analogies.KEY WORDS: academic discipline and school subject, analogies, difficult topics, knowledge base of teaching, mother-tongue teaching, pedagogical content knowledge INTRODUCTIONExplaining difficult, new, or abstract subject matter to students often requires the use of special techniques, for instance, analogies. An analogy is the comparison of something familiar to something unfamiliar, in order to explain the unfamiliar concept. An analogy can help students transfer their existing knowledge to new knowledge. But analogies are also double-edged swords and can cause misconceptions. The analogy (a camera for the human eye or a computer for the brain) is a frequently applied tool within science education and has been intensively investigated as an aspect of science teachers' practical knowledge (Glynn, 1989;Treagust, Harrison & Venville, 1998). Whether this also applies to other school subjects is something we do not know much about. In our own research on language teaching (Hulshof & Verloop, 2002)

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“…Curtis ve Reigeluth (1984), yapmış oldukları araştırmada inceledikleri kitaplardaki analojilerin büyük bir bölümünün zenginleştirilmiş analoji türünde olduğu sonucuna ulaşmışlardır. Benzer şekilde, Curtis (1988)'in yapmış olduğu araştırmada 26 sosyal bilgiler kitabının incelenmesi neticesinde tespit edilen 64 analojinin yaklaşık %50'sinin zenginleştirilmiş türde olduğu sonucuna ulaşılmıştır. Kaya (2010)' nın çalışmasında ise genişletilmiş analojilerin ağırlıklı olduğu göze çarpmaktadır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…12. sınıf ders kitabında sadece sözel türde analoji tespit edilmesi, sınıf seviyesiyle orantılı olarak öğrencilerin somutlaştırma kabiliyetlerinin artmasıyla açıklanabilir ancak yine de analojilerin resimlerle desteklenmesi bu tekniğin etkililiği açısından önem taşımaktadır. Curtis (1988)'in çalışmasında sosyal bilimlerde sözel resimsel analojilerin sıklıkla kullanıldığına dair bulgular, önceki açıklamaları destekler niteliktedir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…İncelenen ortaöğretim coğrafya ders kitaplarında soyut-soyut analoji tespit edilememiştir. Bu bulgu, Curtis (1988) araştırmasında sosyal bilimlerde soyut-soyut analoji kullanımının daha sık olduğuna dair bulgusu ile ters düşmektedir. Bu durum coğrafya disiplininin farklı ülkelerde fen ve sosyal bilimler içindeki konumunun farklılaşmasından kaynaklandığı düşünülebilir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

See 1 more Smart Citation

Analysis of Analogies in Geography Textbooks

Şeyihoğlu

Özgürbüz

2015

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When is a science analogy like a social studies analogy? A comparison of text analogies across two disciplines

Cited by 26 publications

References 5 publications

Inductive Reasoning in Third Grade: Intervention Promises and Constraints

Inductive Reasoning in Third Grade: Intervention Promises and Constraints

Do Teachers Need Instructional Analogies to Teach Mother-Tongue (L1)? – Teachers’ Perceptions and Representations of Difficult Topics in Mother-Tongue Education

Analysis of Analogies in Geography Textbooks

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