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| Autor/inn/en | Mozzer, Nilmara Braga; Justi, Rosaria |
|---|---|
| Titel | Students' Pre- and Post-Teaching Analogical Reasoning when They Draw Their Analogies |
| Quelle | In: International Journal of Science Education, 34 (2012) 3, S.429-458 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2011.593202 |
| Schlagwörter | Logical Thinking; Creativity; Cognitive Psychology; Cognitive Structures; Pretests Posttests; Creative Thinking; Interviews; Science Process Skills; Scientific Concepts; Scientific Methodology; Teaching Methods; Cognitive Processes; Thinking Skills; Concept Mapping |
| Abstract | 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. (Contains 7 notes, 2 tables and 5 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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