Can "Less" Create "More" in Analogical Reasoning?

Autor/inn/en	Huang, Jun Song; Kapur, Manu
Titel	Can "Less" Create "More" in Analogical Reasoning?
Quelle	In: Learning: Research and Practice, 1 (2015) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Jun Song)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2015.1071232
Schlagwörter	Logical Thinking; Abstract Reasoning; Prior Learning; Learning Processes; Inferences; Innovation; Case Studies; Teaching Methods; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Vorkenntnisse; Learning process; Lernprozess; Inference; Inferenz; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Singapur
Abstract	Successful analogical reasoning requires an analogue in a source domain to have high degrees of structural and surface similarity with a learning task in a target domain. It also requires learners to have sufficient source- and target-domain knowledge. We review the literature and speculate that "less" might create "more"; in some situations, analogies that have fewer degrees of similarity may be more effective for learning. In this exploratory study, we engaged eight school leaders in dyads to develop a bottom-up perspective on innovation diffusion through analogical reasoning. The qualitative data in the study appear to echo our speculation. The dyads that have less prior target-domain knowledge face challenges with regard to innovation diffusion when they learn with analogues that have more degrees of similarity -- both structural and surface. They, however, are able to learn with analogues that have fewer degrees of similarity. Learning was shown to take place when the dyads reflected on an analogue first, before they compared the analogue and innovation diffusion to make any analogical inferences. Although constrained by the exploratory nature of the study, the findings provide preliminary evidence that "less" is possible to create "more" in analogical reasoning under certain conditions, implying an interesting direction for experimental examination in future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01