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Collaborative and self-generated analogies in science education
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
2013 (English)In: Studies in science education, ISSN 0305-7267, E-ISSN 1940-8412, Vol. 49, no 1, 35-68 p.Article in journal (Refereed) Published
Abstract [en]

It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.

Place, publisher, year, edition, pages
2013. Vol. 49, no 1, 35-68 p.
Keyword [en]
analogical reasoning, spontaneous analogy, self-generated analogy, collaboration, production paradigm
National Category
URN: urn:nbn:se:liu:diva-92715DOI: 10.1080/03057267.2013.801119ISI: 000322615000002OAI: diva2:621708
Available from: 2013-05-16 Created: 2013-05-16 Last updated: 2015-01-29Bibliographically approved

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Haglund, Jesper
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Learning, Aesthetics, Natural scienceFaculty of Educational Sciences
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