Generation of Spontaneous Analogies by Students Solving Science Problems.

Autor/in	Clement, John
Titel	Generation of Spontaneous Analogies by Students Solving Science Problems.
Quelle	(1987), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Analogy; Cognitive Structures; College Science; Concept Formation; Creative Thinking; Higher Education; Learning Processes; Learning Strategies; Misconceptions; Physics; Problem Solving; Science Education; Science Instruction; Scientific Concepts + Suchen Sie Ihr Suchwort? Analogie; Cognitive structure; Kognitive Struktur; Concept learning; Begriffsbildung; Kreatives Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Physik; Problemlösen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In this study 34 spontaneous analogies produced by 16 college freshmen while solving qualitative physics problems are analyzed. A number of the analogies were invalid in the sense that they led to an incorrect answer from the physicist's point of view. However, many were valid, and a few were powerful in the sense that they seemed not only to help the student solve the problem, but led to generalizations indicating that some conceptual change was taking place. Some of the effective analogies have also been observed in the solutions used by expert scientists and mathematicians. These findings support the position that many creative reasoning processes are ordinary thinking processes used with special purposes in mind, not unanalyzable acts of "genius." This suggests that analogies are an intuitive form of reasoning that could be tapped or taken advantage of in instruction to a greater extent than is currently done. (Author/TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01