Using Analogical Reasoning to Deal with "Deep" Misconceptions in Physics.

Autor/inn/en	Clement, John; Brown, David
Titel	Using Analogical Reasoning to Deal with "Deep" Misconceptions in Physics.
Quelle	(1984), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analogy; Cognitive Structures; College Science; Concept Formation; Higher Education; Learning Processes; Misconceptions; Models; Physics; Science Education; Science Instruction; Scientific Concepts; Secondary Education; Secondary School Science + Suchen Sie Ihr Suchwort? Analogie; Cognitive structure; Kognitive Struktur; Concept learning; Begriffsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Missverständnis; Analogiemodell; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich
Abstract	In this paper examples of the role of analogical reasoning in expert problem solving are presented. These are intended to show that using an analogy can change an expert's understanding of a problem situation by changing the conceptual model he or she uses to think about the situation. This suggests that using a good analogy may allow students to overcome a deep misconception by helping them to change the conceptual model they use to think about a physical phenomenon. This pilot study presents evidence from a tutoring interview showing that the use of analogies can help in overcoming misconceptions. The main strategies employed to effect conceptual change (taken from strategies observed in expert protocols) were the use of analogies and specific techniques for confirming these analogies. It is suggested that analysis of such tutoring interviews could lead to a cognitive model for how deep misconceptions may be changed during learning. Potential classroom applications are considered briefly. Several figures are provided. (TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01