The role of student‐generated analogies in promoting conceptual understanding for undergraduate chemistry students

Research in Science and Technological Education

Volumn 23, Issue 2, 2005, Pages 163-178

  Spier Dance, Lesley ^a   Mayer Smith, Jolie ^b   Dance, Nigel ^a   Khan, Samia ^b  

^a UNIVERSITY OF THE FRASER VALLEY   (Canada)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 57049138207     PISSN: 02635143     EISSN: 14701138     Source Type: Journal    
DOI: 10.1080/02635140500266401     Document Type: Article

References (34)

1. Barr, R., and Tagg, J., 1995. From teaching to learning–a new paradigm for undergraduate Education. Change, 27(6): 12–25.
2. Clement, J. F., 1981. “ Analogy generation in scientific problem solving ”. In Proceedings of the Third Annual Conference of the Cognitive Science Society, Berkeley, CA, Hillsdale, NJ: Erlbaum.
3. Clement, J., 1989. “ Generation of spontaneous analogies by students solving science problems ”. In Thinking across cultures: third international conference, Edited by: Topping, D., Crowell, D., and Kobayashi, V., Hillside, NJ: Erlbaum.
4. Collins, A., Brown, J., and Newman, S., 1989. “ Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics ”. In Knowing, learning, and instruction: essays in honor of Robert Glasser, Edited by: Resnick, N. L., 453–494. Hillsdale, NJ: Lawrence Erlbaum.
5. Coppola, B., and Lefurgy, S., paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Using peer‐facilitated structured study groups (SSG) with a large first‐year university chemistry program, Oak Brook, IL
6. Duit, R., 1991. On the role of analogies and metaphors in learning science. Science Education, 75: 649–672.
7. Duncan, H., and Dick, T., 2000. Collaborative workshops and student academic performance in introductory college mathematics courses: a study of a Treisman model math excel program. School Science and Mathematics, 100(7): 365–373.
8. Dyche, S., McClurg, P., Stepans, J., and Veath, M. L., 1993. Questions and conjectures concerning models, misconceptions, and spatial ability. School Science and Mathematics, 93(4): 191–197.
9. Fast, G. R., 1999. Analogies and reconstruction of probability knowledge. School Science and Mathematics, 99(5): 230–240.
10. Fels, L., and Meyer, K., 1997. On the edge of chaos: coevolving world(s) of drama and science. Teaching Education, 9(1): 75–81.
11. France, B., 2000. “ The role of model in biotechnology education ”. In Developing Models in Science Education, Edited by: Gilbert, J., and Boulter, C., 271–288. Dordrecht: Kluwer.
12. Gentner, D., 1989. “ The mechanisms of analogical learning ”. In Similarity and analogical reasoning, Edited by: Vosniadou, S., and Ortony, A., 199–241. New York: Cambridge University Press.
13. Griffiths, A. J. F., and Mayer‐Smith, J., 2000. Understanding genetics: strategies for teachers and learners in universities and high schools, New York: Freeman Press.
14. Harrison, A. G., and Treagust, D. F., 2000. A typology of school science models. International Journal of Science Education, 22(9): 1011–1026.
15. Harwood, W. S., MaKinster, J. G., Cruz, L., and Gabel, D., 2002. Acting out science. Journal of College Science Teaching, 31(7): 442–447.
16. Khan, S., poster presented at the Annual Meeting of the American Educational. Creating a classroom community designed to improve confidence in college women studying chemistry, Edited by: Khan (Chair), S., pp. 1–34. New Orleans, LA: Research Association. The impact of instructional reform strategies on future scientists and teachers
17. Lawson, A. E., Baker, W. P., DiDonato, L., and Verdi, M. P., 1993. The role of hypothetico‐deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30(9): 1073–1085.
18. Lundberg, C., 2003. Nontraditional college students and the role of collaborative learning as a tool for science mastery. School Science and Mathematics, 103(1): 8–17.
19. Masur, E., 1996. Are science lectures a relic of the past?. Physics World, 9, September: 13–14.
20. Orgill, M. K., and Bodner, G. M., Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Locks and keys: how analogies are used and perceived in biochemistry classes, Vancouver, BC
21. Palys, T., 1997. Research decisions, Toronto: Harcourt Brace.
22. Pedretti, E., Mayer‐Smith, J., and Woodrow, J., 1998. Technology, text, and talk: students’ perspectives on teaching and learning in a technology‐enhanced secondary science classroom. Science Education, 82(5): 569–589.
23. Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A., 1982. Accommodation of a scientific conception. Science Education, 66: 211–227.
24. Ramsden, P., 1999. Learning to teach in higher education, London: Routledge.
25. Sawrey, B. A., 1990. Concept learning versus problem solving: revisited. Journal of Chemical Education, 67(3): 253–254.
26. Senk, S., and Thompson, D., 2002. Standards based school mathematics curricula: what are they? What do students learn?, Mahwah, NJ: Lawrence Erlbaum Associates.
27. Smith, M. E., Hinckley, C. C., and Volk, G. L., 1991. Cooperative learning in the undergraduate laboratory. Journal of Chemical Education, 68(5): 413–415.
28. Spier‐Dance, L., and Mayer‐Smith, J., Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. Uniting college science and performance: students’ experiences using enacted analogies, BC: Vancouver.
29. Thiele, R. B., and Treagust, D. F., 1991. Using analogies in secondary chemistry teaching. Australian Science Teachers Journal, 37(2): 10–14.
30. Treagust, D. F., Harrison, A. G., and Venville, G. J., 1998. Teaching science effectively with analogies: an approach for pre‐service and in‐service teacher education. Journal of Science Teacher Education, 9(2): 85–101.
31. 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(4): 367–380.
32. Yu, K. N., and Stokes, M. J., 1998. Students teaching students in a teaching studio. Physics Education, 33(5): 282–285.
33. Yuretich, R., Khan, S., Leckie, M., and Clement, J., 2001. Active‐learning methods to improve student performance and scientific interest in a large introductory oceanography course. Journal of Geoscience Education, 49(2): 111–119.
34. Zook, K. B., and DiVesta, F. J., 1991. Instructional analogies and conceptual misrepresentations. Journal of Educational Psychology, 83(2): 246–252.