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The Effect of an Instruction Using Generating Analogy on Students’ Conceptual Understanding in Middle School Science Concept Learning
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 Title & Authors
The Effect of an Instruction Using Generating Analogy on Students’ Conceptual Understanding in Middle School Science Concept Learning
No, Tae-Hui; Kim, Gyeong-Sun; Choe, Eun-Gyu; Cha, Jeong-Ho;
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 Abstract
study investigated the effect of an instruction using generating analogy on scientific conceptual understanding, science learning motivation, attitude toward science instruction, and perception of instruction. Two classes of seventh graders at a middle school in Seoul were randomly assigned to the treatment group and the control group, and they were taught about the motion of molecules for 5 class hours. The instruction for treatment group was developed based on the Glynns Teaching-With-Analogy model. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group in the conception test. However, there was no significant difference between two groups in the science learning motivation test and the test on the attitude toward science instruction. Survey results on the students perception of instruction showed that generating analogy was hard for the greater part of students, and finding appropriate analog was the most difficult work. Educational implications are discussed.
 Keywords
Generating Analogy;TWA Model;Concept Learning
 Language
Korean
 Cited by
1.
크로마토그래피 개념에 대해 중학교 과학영재가 만든 비유의 유형과 대응 오류 및 비유 만들기 활동에 대한 인식 조사,김유정;문세정;노태희;

한국과학교육학회지, 2009. vol.29. 8, pp.861-873
2.
초등학생의 학습접근양식에 따른 비유 만들기 특성, 대응 관계 이해도, 대응 오류, 비유 만들기에 대한 인식,강훈식;천지현;

한국과학교육학회지, 2010. vol.30. 5, pp.668-680
3.
초등 과학영재교육에서 포화용액 개념에 대한 소집단 비유 만들기의 효과,윤진아;강훈식;

대한화학회지, 2011. vol.55. 3, pp.509-518 crossref(new window)
1.
The Effects of Analogy-Generating in Small Group on Saturated Solution in Elementary Science-Gifted Education, Journal of the Korean Chemical Society, 2011, 55, 3, 509  crossref(new windwow)
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