Observed Methods for Generating Analogies in Scientific Problem Solving.

Autor/in	Clement, John
Titel	Observed Methods for Generating Analogies in Scientific Problem Solving.
Quelle	(1983), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analogy; Cognitive Structures; College Science; Concept Formation; Higher Education; Learning Processes; Models; Problem Solving; Science Education; Science Instruction; Scientific Literacy; Secondary Education; Secondary School Science + Suchen Sie Ihr Suchwort? Analogie; Cognitive structure; Kognitive Struktur; Concept learning; Begriffsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Analogiemodell; Problemlösen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich
Abstract	This paper presents evidence to indicate that spontaneously generated analogies can play a significant role in the problem solving process of scientifically trained individuals. In addition, it is suggested that these individuals exhibit more than one method for generating analogies. Ten scientists (representing physics, mathematics, and computer science), were asked to solve a problem involving a spring and weight. Subjects were asked to verbalize their thought processes, which were audiotaped. An analysis of the results indicates that analogies can be generated by an associative process which triggers the new involvement of an old but separate idea, or they can be generated by a transformation process which modifies the current problem situation. Both generation processes are considered to be creative acts, and may be important sources of creative power in scientific thinking. In contrast to the common view of analogous cases, this study indicates that the novelty of a number of the analogies generated by a transformation suggests that they are newly constructed cases, rather than cases recalled directly from memory. These findings may have significant educational implications for the learning of scientific models and the transfer of knowledge to new situations. Numerous figures are supplied. (TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01