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The study aimed to extend current research on conditions that better support analogical encoding through mutual alignment. We focused on two variables that have not been examined independently in previous studies: the joint presentations of two cases of a scientific phenomenon and the explicit instructions for comparison. One hundred and sixty-five 5th graders and one hundred and sixty-eight 7th graders were presented with two pairs of scenarios, one about heat flow and the other about the state change of matter. Participants were randomly assigned to three conditions: sequential presentation of scenarios, joint presentation of scenarios and joint presentation of scenarios with explicit instructions to compare analogically. Results show that for both pairs of scenarios, analogical encoding was promoted more in the condition of joint presentation of scenarios with instructions for comparison. In addition, 7th graders benefited more from this condition than 5th graders. 相似文献
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类比推理的论证方式,从论证目的来看,有证明式类比推理和反驳式类比推理;从建构方式来看,可以分为比喻式类比推理、仿造性类比推理、归纳式类比推理和归谬式类比推理;从和其他论证方式的关系看,有独立论证和综合论证。 相似文献
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Nilmara Braga Mozzer 《International Journal of Science Education》2013,35(3):429-458
Analogies are parts of human thought. From them, we can acquire new knowledge or change that which already exists in our cognitive structure. In this sense, understanding the analogical reasoning process becomes an essential condition to understand how we learn. Despite the importance of such an understanding, there is no general agreement in cognitive science literature about this issue. In this study, we investigated students' analogical reasoning as a creative process where an environment was set up to foster the students' generating and explaining their own analogies. Data were gathered from pre- and post-teaching interviews, in which the 13–14-year-old students were asked to make comparisons that could explain how atoms are bound. Such data supported the discussion about how students reasoned analogically. Our results made it evident that the task aims and the students' salient knowledge exerted a great influence on the drawing of analogies. 相似文献
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In recent years, science education has placed increasing importance on learners' mastery of scientific reasoning. This growing emphasis presents a challenge for both developers and users of assessments. We report on our effort around the conceptualization, development, and testing the validity of an assessment of students' ability to reason around physical dynamic models in Earth Science. Building from the research literature on analogical mapping and informed by the current perspectives on learning progressions, we present a three‐tiered construct describing the increasing sophistication of students' analogical reasoning around the correspondences and non‐correspondences between models and the Earth System: at the level of entities (Level 1), configurations in space or relative motion of entities (Level 2), and the mechanism or cause for observed phenomena (Level 3). Grounded in a construct‐centered design approach, we describe our process for developing assessments in order to examine and validate this construct, including how we selected topics and models, designed items, and developed outcome spaces. We present the specific example of one assessment centered on moon phases, which was administered to 164 8th and 9th grade Earth Science students as a pre/postmeasure. Two hundred ninety‐four responses were analyzed using a Rasch modeling approach. Item difficulties and student proficiency scores were calculated and analyzed regarding their relative performance with respect to the three levels of the construct. The analysis results provided initial evidence in support of the construct as conceived, with students displaying a range of analogical reasoning spanning all three construct levels. It also identified problematic items that merit further examination. Overall, the assessment has provided us the opportunity to better describe and frame the cognitive uses of models by students during learning situations in Earth Science. Implications for instruction and future directions for research in this area are discussed. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 713–743, 2012 相似文献
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类比迁移是一种重要的迁移现象.在数学中,两个不同知识系统或两个不同问题之间的共同要素以及学习者头脑中的认知结构是影响类比迁移的两个主要因素;两个可类比的系统存在直接和间接两种关系,具有直接关系的两个系统存在着意义完全明确的类比关系,因此可直接进行类比推理,具有间接关系的两个系统,则需要对类比系统进行变换或重整化处理,建构一个中介系统;在类比迁移过程中,两个系统的共同要素是诱因,而过程性知识则起着支配作用。 相似文献
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付耙牯 《洛阳师范学院学报》2003,22(5):94-96
类比是一种重要的思维方法,也是学习能力、创新能力的一个重要组成部分.文章从类比的概念谈起,阐述了这种思维方法,在科学探索及物理教育中的作用. 相似文献
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心理学对推理困难的研究主要体现在演绎推理、归纳推理和类比推理等方面。不同类型的推理困难研究有自己的特点,但都有深厚的逻辑学渊源。国内学者对推理困难的研究比较零散,主要针对引起困难的原因进行探讨。文章从研究内容和研究方法等方面分析了推理困难研究的不足,对研究的发展趋势进行了预测。 相似文献
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曹瑞 《宁波大学学报(教育科学版)》2011,33(6):5-8
类比推理是一种重要的思维手段,类比教学法是类比推理在教学中的具体运用。类比教学法对于引发学生的学习动机、帮助学生理解抽象的事物和概念、发展学生的求异性思维以及培养学生学习的主动性具有重要意义。类比教学法在课堂教学中被广泛运用,形式多样,但是类比教学的运用也有一定的局限性,类比的运用要有适度,不能盲目依赖。 相似文献
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Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy – a type of analogical comparison in which the analogues are only partially understood – has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two examples and (b) orienting the learner toward relational commonalities result in greater abstraction and transfer. These findings suggest that mutual alignment analogy is an effective means of promoting abstraction and transfer of complex scientific concepts, and may thus be used in the classroom to promote learning from unfamiliar examples. 相似文献
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周士芸 《安顺师范高等专科学校学报》2009,11(5):94-96
类比是人类认识客观世界的一种基本的思维方法,类比法在科学研究中具有重大意义。本文就经典电磁理论建立过程中,运用类比方法取得成功的两个经典范例即库仑定律和麦克斯韦的电磁场理论,从一般方法论的角度,分析了类比法在科学研究中的作用。 相似文献
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类比法是根据两个或两类现象之间在某些方面的相似性，从而推出它们在其他方面也可能相似的一种逻辑思维方法。类比推理的客观基础是事物之间存在着普遍联系的本性，是科学研究中非常有创造性的活动，在物理学发展中起着非常重要的作用。 相似文献
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Two studies were conducted to assess the effects of teacher training in analogical reasoning on students' performance of analogy tasks. Study One focused on elementary school teachers and students, while Study Two involved early childhood teachers. In Study One, 25 fourth-grade teachers were assigned either to Control, or to Level I or Level II treatment conditions. The Level I condition involved the receipt of detailed analogy lessons. The Level II condition encompassed both the receipt of instructional materials and explicit training for teachers in their underlying theory and use. Further, 19 of the 25 treatment and control teachers were observed during the course of the study to determine the influence of observation of teachers on students' analogical reasoning. Students' performance of an analogy task was compared prior to and following teacher-delivered instruction by means of an analysis of covariance procedure. Results indicated that students in Level II classrooms significantly outperformed Level I students, who significantly outperformed students in Control classrooms. Teacher observation was found to be a significant factor in the performance of Level I, but not Level II or Control, students. In Study Two, teachers participating in two summer programs for gifted preschoolers were taught how to deliver instruction in analogical reasoning to young children, ages three to six. Results demonstrated that children receiving explicit instruction in analogical reasoning scored significantly better on an analogy task than the children assigned to control. No effect for age, race, gender, or Socioeconomic studies were found. Implications of the results of these two studies for educational practice are discussed. 相似文献
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研究采用问题解决作业单和认知作业分析法考察了71名高中生解决学科问题时的图式归纳和迁移情况。结果表明：（1）在问题结构相同的情况下，增加问题表面相似性能促进问题解决迁移；（2）近类比条件有助于同一学科领域问题的迁移，而远类比条件可能更有助于跨学科领域问题的迁移；（3）近类比条件下，图式归纳水平对学科问题迁移的影响不大，远类比条件下，较高的图式归纳水平有助于学科问题解决的迁移。 相似文献
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Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment. 相似文献
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Developing and refining mental models in open-ended learning environments: A case study 总被引：1，自引：0，他引：1
Kevin Oliver Michael Hannafin Professor the Charles H. Wheatley 《Educational technology research and development : ETR & D》2001,49(4):5-32
This qualitative case study focused on the nature of science learning through open-ended problem solving. Twelve eighth graders
were asked to find, frame, and resolve subproblems associated with structural failures resulting from earthquakes. Coded interviews,
artifacts, and observations from the four-week study suggested students only partially derived accurate mental models about
earthquake engineering problems. Recommendations for improving student problem understanding in open-ended environments include
the explication of student hypotheses related to problems, and the continual testing of belief via analogical reasoning, research,
communication, and tool use. 相似文献
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Xenia Vamvakoussi Wim Van Dooren Lieven Verschaffel 《Educational Studies in Mathematics》2013,82(2):323-330
This study tested the hypothesis that intuitions about the effect of operations, e.g., “addition makes bigger” and “division makes smaller”, are still present in educated adults, even after years of instruction. To establish the intuitive character, we applied a reaction time methodology, grounded in dual process theories of reasoning. Educated adult participants were asked to judge the correctness of statements about the effect of operations. Their accuracy and reaction times were measured. For items where the correct answer was not in line with the assumed intuitions, more mistakes were observed; moreover, we found longer reaction times for correct responses, indicating that these intuitions interfere in participants’ reasoning on these tasks, even when they provide a correct response. 相似文献
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比拟引申初探 总被引：1，自引：0，他引：1
严戎庚 《韩山师范学院学报》2000,21(4):65-71
该文证明了同比喻、借代一样,比拟也是一种很普遍的词义引申手段,阐明了比拟引申的规律,区分了比拟引申和比喻引申。与此同时,对比拟的性质、分类、范围也提出了一些新的看法。 相似文献
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Shane N. Phillipson 《教育心理学》2004,24(2):217-229
This study had two aims. The first was to test the postulate of analogical equivalents in number processing using a stimulus set based on the differences between pairs of numbers, and second, to look for IQ-dependent differences in this processing. Participants were asked to make judgments concerning the differences between pairs of numbers—each number pair being defined according to overall numerical size and level of difference—and to draw the magnitude of the differences using a free-hand line. In agreement with previous findings, results indicated that the magnitude of participants' responses was dependent on the sizes and levels of the differences within the number pairs. In particular, participants' responses to a difference of nine units at the highest level were based on unit lengths smaller in magnitude compared with other number pairs. In contrast, participants' responses to a second test requiring them to estimate the length of a line using an independent number scale showed remarkable accuracy across all lengths. The results of the two tests did not, however, indicate any difference in responses based on IQ. The results gave support to the idea that transformation of numerical quantities to their analogical equivalents occurs during simple arithmetic sums, and that this transformation was flawed as suggested by the number size effect. 相似文献