An Analysis of Verbal Interaction and Analogy-generating Pattern of Science-gifted Students in Learning Using Analogy-generating Strategy

비유 생성 전략을 활용한 수업에서 과학영재의 언어적 상호작용과 비유 생성 패턴 분석

  • Received : 2015.11.02
  • Accepted : 2015.12.28
  • Published : 2015.12.31


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


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