Using Analogies to Improve the Teaching Performance of Preservice Teachers

Autor/inn/en	James, Mark C.; Scharmann, Lawrence C.
Titel	Using Analogies to Improve the Teaching Performance of Preservice Teachers
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 4, S.565-585 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20167
Schlagwörter	Instructional Effectiveness; Learning Processes; Preservice Teachers; Cognitive Psychology; Preservice Teacher Education; Logical Thinking; Science Teachers; Scientific Concepts; Teaching Methods; Thinking Skills; Science Instruction; Elementary School Teachers; Elementary School Science; Comparative Analysis; Teaching Skills; Case Studies; Teacher Competencies + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Learning process; Lernprozess; Kognitive Psychologie; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Grundschule; Volksschule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study; Lehrkunst
Abstract	Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual's construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that has been identified for their particular difficulties in teaching science. The study utilized a treatment/contrast group design in which the treatment group was provided instruction that guided them in the generation of analogies to aid in the explanation phase of learning cycle lessons. A relationship between analogy use and positive indicants of teaching performance was observed and a case study of a low performing preservice teacher who drastically improved teaching performance using analogy-based pedagogy is presented. A notable effect on conceptual understanding of Newton's Third Law as a result of two brief analogy-based demonstration lessons was also observed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10