The Analysis of Analogy Use in the Teaching of Introductory Quantum Theory

Autor/in	Didis, Nilufer
Titel	The Analysis of Analogy Use in the Teaching of Introductory Quantum Theory
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 2, S.355-376 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00011d
Schlagwörter	Quantum Mechanics; Scientific Concepts; Observation; Interviews; Theories; Logical Thinking; Video Technology; Teaching Methods; Role Playing; Story Telling; Brainstorming; Physics; Mechanics (Physics); College Science; Undergraduate Students; Foreign Countries; Coding; Turkey + Suchen Sie Ihr Suchwort? Quantenmechanik; Beobachtung; Interviewing; Interviewtechnik; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Physik; Mechanik; Ausland; Codierung; Programmierung; Türkei
Abstract	This study analyzes the analogies used in the teaching of introductory quantum theory concepts. Over twelve weeks, the researcher observed each class for a semester and conducted interviews with the students and the instructor. In the interviews, students answered questions about quantum theory concepts, which the instructor had taught them using analogies, and also discussed the effectiveness of these analogies. This study identified 48 analogies used by the instructor over the course of 53 fifty minute classes. The analysis of video recordings of the classes revealed that most of the analogies were constructed at the beginning of the semester during the teaching of the particle nature of waves, which is critical for understanding quantum theory. A large proportion of the analogies were given in verbal format; however, a limited number of pictorial and body motion elements were also used together with the analogies. The analogies were mainly positioned as an embedded activator prior to drawing conclusions about the target. It was also observed that analogies were used as an advance organizer and post synthesizer. In addition, the number of simple and enriched analogies used was similar. A limited number of analog explanations were identified and none of the analogies used indicated strategy identification. The instructor never mentioned the limitation of each analogy during their use in class as well. A large proportion of the analogies used spontaneously included both anthropomorphic and environmental characteristics. Although the presentation medium of the analogies was mainly discourse, the presentation of analogies in role play, story and brainstorming was also identified. In half of the analogy use, the instructor intended their use for clarification of the concepts; however, the use of analogies for introduction of a new topic, gaining attention, increasing participation and discriminating between classical and quantum issues was also observed, indicating a diverse use of analogies. In addition, the interviews revealed that students liked the use of analogies in their classes and believed that they had a positive effect on their understanding of new concepts. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01