Advanced SearchSearch Tips
An Analysis of Verbal Interaction and Analogy-generating Pattern of Science-gifted Students in Learning Using Analogy-generating Strategy
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
An Analysis of Verbal Interaction and Analogy-generating Pattern of Science-gifted Students in Learning Using Analogy-generating Strategy
Kim, Youjung; Noh, Taehee;
  PDF(new window)
In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.
Science-gifted;Analogy-generating strategy;Mapping;Verbal interactions;
 Cited by
Cho, J., & Lee, W. (2005). Brain-scientific comprehension of 'imagery' and directions for the elementary teaching-learning. The Journal of Elementary Education, 18(2), 75-98.

Choi, K. (2004). The effects of students' self-created analogies on theit understanding of electricity-related concepts. New Physics: Sae Mulli, 48(5), 401-410.

Clement, J. (1982). Analogical reasoning patterns in expert problem solving. Proceedings of the Fourth Annual Conference of the Cognitive Science Society, 4, 79-81.

Dillon, J. (1994). Using discussions in classrooms. buckingham, UK: Open University Press.

Dong, H., Hong, J., Sin, Y., Kim, G., & Lee, G. (2003). Development of instructional strategies by investigating teaching styles and learning environments preferred by gifted-in-science. Biology Education, 31(1), 16-23.

English, L., & Halford, G. (1995). Mathematics Education: Models and Processes. Mahwah, NJ: Lawrence Erlbaum.

Han, J. Y. (2003) Instructional effect of grouping by agreeableness and students' verbal interactions in small group science learning. (Unpublished doctoral dissertation). Seoul National University, Seoul.

Harpaz-Itay, Y., Kaniel, S., & Ben-Amram, E. (2006). Analogy construction versus analogy solution and their influence on transfer. Learning and Instruction, 16, 583-591. crossref(new window)

Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery, MIT Press, Cambridge, Massachusetts.

Jung, H., Han, K., Kim, B., & Choe, S. (2002). Development of programs to enhance the scientific creativity-based on theory and examples-. Journal of The Korean Earth Science Society, 23(4), 334-348.

Kang, E., & Kim, S. (2002). An analogy-using instructional design for facilitating science creativity. The Journal of Educational Research, 3(2), 1-22.

Kim, D. (2008). The effects of applying instruction using high school students' self-generated analogies for concepts in genetics. Journal of the Korean Association for Science Education, 28(5), 424-437.

Kim, H. K., Choi, B. S. (2009). Development of the instructional model emphasizing discussion and the characteristics of verbal interactions during its implementation in a science high school. Journal of the Korean Association for Science Education, 29(4), 359-372.

Kim, K. J., Kim A. Y., Cho, S. H. (1997). Conceptualization of Creative Problem Solving for the Development of Curriculum for School Subjects. The Journal of Curriculum Studies, 15(2), 129-153.

Kim, K. S. (2005). Effects of cooperative CAI and reciprocal peer tutoring CAI in chemistry concept learning: Conceptual understanding and verbal interactions. (Unpublished doctoral dissertation). Seoul National University, Seoul.

Kim, T. H. (2007). Relationships between verbal interactions in small group creative scientific activities and the cognitive and affective characteristics of high school students. (Master's Thesis). Korea National University of Education, Cheongju.

Kim, Y., Moon, S., & Noh, T. (2009). An investigation of the types of analogies generated by science-gifted student, mapping errors on the chromatography, and the perceptions on generating analogy. Journal of the Korean Association for Science Education, 29(8), 861-873.

Kim, Y., Park, W., & Noh, T. (2010). The characteristics of analogies generated by science-gifted students depending on the consideration of attributes and relationships in the processes of generating analogies. Journal of the Korean Chemical Society, 54(5), 621-632. crossref(new window)

Kirby, J. R., Moore, P. J., & Schofield, N. J. (1988). Verbal and visual learning styles. Contemporary Educational Psychology, 13, 169-184. crossref(new window)

Lee, B., Son, J., Choi, W., Lee, I., Jhun, Y., & Choi, J. (2008). Difficulties experienced by teachers in science gifted education. Journal of Korean Elementary Science Education, 27(3), 252-260.

Lee, Y., & Kim, Y. (1998). Qualitative research in education: Methods and applications. Seoul: Educational Science History.

Noh, T., Yang, C., & Kang, H. (2009). Characteristics of student-generated analogies, mapping understanding, and mapping errors on saturated solution of scientifically-gifted and general elementary students. Journal of Korean Elementary Science Education, 28(3), 292-303.

Park, J. (2004). A Suggestion of cognitive model of scientific creativity (CMSC). Journal of the Korean Association for Science Education, 24(2), 375-386.

Ryan, A. M., & Pintrich, P. R. (1997). "Should I ask for help?"The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 89, 329-341. crossref(new window)

Ryu, S. K., Chang, H. S., & Choi, K. H. (2008). The effects of self-generated analogies on the concept of photoelectric effect in modern physics unit of high school physics course. Journal of Research in Curriculum Instruction, 12(1), 83-96.

Sandifer, C. (2003). Spontaneous student-generated analogies. AIP Conference Proceedings, 720, 93.

Thomson, D. L. (2010). Beyond the classroom walls: Teachers' and students' perspectives on how online earning can meet the needs of gifted students. Journal of Advanced Academics, 21, 662-712. crossref(new window)

Tobin, K., McRobbie, C., & Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507. crossref(new window)

Yang, C., Park, W., Kim, Y., Choi, G., & Noh, T. (2011). The characteristics of imagery thinking in the processes of science-gifted students' generating analogy. Journal of the Korean Chemical Society, 55(5), 846-856. crossref(new window)