Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 2
260
Views
1
CrossRef citations to date
0
Altmetric
Articles

Analogical encoding with and without instructions for case comparison of scientific phenomena

&
Pages 391-412 | Received 09 Oct 2013, Accepted 04 Aug 2014, Published online: 05 Sep 2014

References

  • Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48, 87–113. doi:10.1080/00461520.2013.77571210.1080/00461520.2013.775712
  • Blanchette, I., & Dunbar, K. (2002). Representational change and analogy: How analogical inferences alter target representations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 672–685. doi:10.1037/0278-7393.28.4.672
  • Brown, D. E., & Clement, J. (1989). Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18, 237–261. doi:10.1007/BF0011801310.1007/BF00118013
  • Chen, Z. (2012). The learning of science and the science of learning: The role of analogy. In J. Shrager & S. Carver (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences (pp. 37–66). Washington, DC: American Psychological Association.
  • Chi, M. T. H. (2009). Active–constructive–interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105. doi:10.1111/j.1756-8765.2008.01005.x10.1111/tops.2009.1.issue-1
  • Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356–373. doi:10.1080/1524837100370001510.1080/15248371003700015
  • Clement, J. (Ed.). (2008). Creative model construction in scientists and students: The role of imagery, analogy, and mental simulation. New York, NY: Springer.
  • Diehl, V., & Reese, D. D. (2010). Elaborated metaphors support viable inferences about difficult science concepts. Educational Psychology, 30, 771–791. doi:10.1080/01443410.2010.50499610.1080/01443410.2010.504996
  • Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies − Between Scylla and Charybdis. Learning and Instruction, 11, 283–303. doi:10.1016/S0959-4752(00)00034-7 10.1016/S0959-4752(00)00034-7
  • Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R. J. Sternberg & J. E. Davidson (Eds.), The nature of insight (pp. 365–395). Cambridge, MA: MIT Press.
  • Dunbar, K. (2001). The analogical paradox: Why analogy is so easy in naturalistic settings, yet so difficult in the psychological laboratory. In D. Gentner, K. J. Holyoak, & B. N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science (pp. 313–334). Cambridge, MA: MIT Press.
  • Gadgil, S., Nokes-Malach, T., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22, 47–61. doi:10.1016/j.learninstruc.2011.06.00210.1016/j.learninstruc.2011.06.002
  • Gentner, D. (1989). The mechanisms of analogical learning. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 199–241). Cambridge: Cambridge University Press.10.1017/CBO9780511529863
  • Gentner, D. (2010). Bootstrapping the mind: Analogical processes and symbol systems. Cognitive Science, 34, 752–775. doi:10.1111/j.1551-6709.2010.01114.x10.1111/cogs.2010.34.issue-5
  • Gentner, D., & Gunn, V. (2001). Structural alignment facilitates the noticing of differences. Memory & Cognition, 29, 565–577. doi:10.3758/BF03200458
  • Gentner, D., Holyoak, K. J., & Kokinov, B. (Eds.). (2001). The analogical mind: Perspectives from cognitive science. Cambridge, MA: MIT Press.
  • Gentner, D., Rattermann, M. J., & Forbus, K. D. (1993). The roles of similarity in transfer: Separating retrievability from inferential soundness. Cognitive Psychology, 25, 524–575.10.1006/cogp.1993.1013
  • Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research and Development, 56, 73–92. doi:10.1007/s11423-007-9068-z10.1007/s11423-007-9068-z
  • Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306–355. doi:10.1016/0010-0285(80)90013-410.1016/0010-0285(80)90013-4
  • Glynn, S. M., Duit, R., & Thiele, R. B. (1995). Teaching science with analogies: A strategy for constructing knowledge. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools. Research reforming practice (pp. 247–273). Mahwah, NJ: Lawrence Erlbaum.
  • Goswami, U. (1996). Analogical reasoning and cognitive development. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 26, pp. 91–138). San Diego, CA: Academic Press.
  • Goswami, U. (2001). Commentary: Analogical reasoning and mathematical development. In L. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 169–186). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Haglund, J. (2012). Using self-generated analogies in teaching of thermodynamics. Journal of Research in Science Teaching, 49, 899–921. doi:10.1002/tea.21025
  • Hesse, M. B. (1966). Models and analogies in science. Notre Dame, IN: University of Notre Dame Press.
  • Holyoak, K. J., & Koh, K. (1987). Surface and structural similarity in analogical transfer. Memory & Cognition, 15, 332–340. doi:10.3758/BF03197035
  • Holyoak, K. J., & Thagard, P. (1989). Analogical mapping by constraint satisfaction. Cognitive Science, 13, 295–355. doi:10.1207/s15516709cog1303_110.1207/s15516709cog1303_1
  • Iding, M. K. (1997). How analogies foster learning from science texts. Instructional Science, 25, 233–253. doi:10.1023/A:100298712671910.1023/A:1002987126719
  • Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539. doi:10.1007/s10648-007-9054-310.1007/s10648-007-9054-3
  • Keane, M. T., Ledgeway, T., & Duff, S. (1994). Constraints on analogical mapping: A comparison of three models. Cognitive Science, 18, 387–438. doi:10.1207/s15516709cog1803_210.1207/s15516709cog1803_2
  • Klein, P. D., Piacente-Cimini, S., & Williams, L. A. (2007). The role of writing in learning from analogies. Learning and Instruction, 17, 595–611. doi:10.1016/j.learninstruc.2007.09.00610.1016/j.learninstruc.2007.09.006
  • Kok, E. M., de Bruin, A. B. H., Robben, S. G. F., & van Merriënboer, J. J. G. (2013). Learning radiological appearances of diseases: Does comparison help? Learning and Instruction, 23, 90–97. doi:10.1016/j.learninstruc.2012.07.00410.1016/j.learninstruc.2012.07.004
  • Kolodner, J. L. (1997). Educational implications of analogy. A view from case-based reasoning. American Psychologist, 52, 57–66.10.1037/0003-066X.52.1.57
  • Kurtz, K. J., Miao, C. H., & Gentner, D. (2001). Learning by analogical bootstrapping. Journal of the Learning Sciences, 10, 417–446. doi:10.1207/S15327809JLS1004new_210.1207/S15327809JLS1004new_2
  • Limón Luque, M. (2003). The role of domain-specific knowledge in intentional conceptual change. In G. M. Gale & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 133–170). Mahwah, NJ: Lawrence Erlbaum.
  • Mason, L. (1994). Cognitive and metacognitive aspects in conceptual change by analogy. Instructional Science, 22, 157–187. doi:10.1007/BF0089224110.1007/BF00892241
  • Mason, L. (1996). Collaborative reasoning on self-generated analogies: Conceptual growth in understanding scientific phenomena. Educational Research and Evaluation, 2, 309–350. doi:10.1080/138036196002040110.1080/1380361960020401
  • Mason, L. (2004). Fostering understanding by structural alignment as a route to analogical learning. Instructional Science, 32, 293–318. doi:10.1023/B:TRUC.0000026512.88700.3210.1023/B:TRUC.0000026512.88700.32
  • Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2013). Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science, 41, 49–79. doi:10.1007/s11251-012-9210-0
  • Mundy, M. E., Honey, R. C., & Dwyer, D. M. (2009). Superior discrimination between similar stimuli after simultaneous exposure. The Quarterly Journal of Experimental Psychology, 62, 18–25. doi:10.1080/1747021080224061410.1080/17470210802240614
  • Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 398–415. doi:10.1037/0278-7393.17.3.398
  • Paris, N. A., & Glynn, S. M. (2004). Elaborate analogies in science texts: Tools for enhancing preservice teachers’ knowledge and attitudes. Contemporary Educational Psychology, 29, 230–247. doi:10.1016/S0361-476X(03)00033-X
  • Rattermann, M. J., & Gentner, D. (1998). More evidence for a relational shift in the development of analogy: Children’s performance on a causal-mapping task. Cognitive Development, 13, 453–478.10.1016/S0885-2014(98)90003-X
  • Reeves, L. M., & Weisberg, R. W. (1993). On the concrete nature of human thinking: Content and context in analogical transfer. Educational Psychology, 13, 245–258.10.1080/0144341930130303
  • Richland, L. E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35, 28–43. doi:10.1016/j.cedpsych.2009.09.00110.1016/j.cedpsych.2009.09.001
  • Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273. doi:10.1016/j.jecp.2006.02.00210.1016/j.jecp.2006.02.002
  • Rittle-Johnson, B., & Star, J. R. (2011). The power of comparison in learning and instruction: Learning outcomes supported by different types of comparisons. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation: Cognition in education (Vol. 55, pp. 199–225). San Diego, CA: Academic Press.
  • Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101, 836–852. doi:10.1037/a001602610.1037/a0016026
  • Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13, 227–237. doi:10.1016/S0959-4752(02)00022-110.1016/S0959-4752(02)00022-1
  • Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Child Psychology, 102, 408–426.10.1016/j.jecp.2008.11.004
  • Tunteler, E., & Resing, W. C. M. (2007). Effects of prior assistance in using analogies on young children’s unprompted analogical problem solving over time: A microgenetic study. British Journal of Educational Psychology, 77, 43–68. doi:10.1348/000709906X9692310.1348/000709906X96923
  • Venville, G. J., & Treagust, D. F. (1996). The role of analogies in promoting conceptual change in biology. Instructional Science, 24, 295–320. doi:10.1007/BF0011805310.1007/BF00118053
  • Vosniadou, S., & Ortony, A. (Eds.). (1989). Similarity and analogical reasoning. New York, NY: Cambridge University Press.
  • Wong, E. D. (1993). Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. Journal of Research in Science Teaching, 30, 367–380. doi:10.1002/tea.366030040510.1002/(ISSN)1098-2736

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.