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The Patterns of Analogy Change and the Characteristics of Discussions in Collaborative Activity of Self-Generated Analogy

협력적 비유 생성 활동에서 나타나는 비유의 변화 유형과 토론의 특징

  • Received : 2017.03.14
  • Accepted : 2017.05.16
  • Published : 2017.06.30

Abstract

In this study, we investigated the processes of analogy change and the characteristics of discussions in collaborative activity of self-generated analogy. Twenty-four high school students in Seoul participated in this study. We implemented science instructions based on collaborative activity of self-generated analogy. We compared personal analogies, group analogies, and modified group analogies in order to analyze the processes of analogy change. We also analyzed the characteristics of group and classroom discussions in the science instructions. The analyses of the results indicated that the processes of analogy change were categorized into three patterns; adding shared attributes, recognizing unshared attributes, and revising mapping errors. They selected a group analogy from analogies of their group members by considering inclusiveness, originality, and familiarity. They perceived the activity of self-generated analogy as subjective and creative. Therefore, they felt little pressure of self-generated analogy and there were little conflicts in group discussions. On the other hand, various analogies were suggested in classroom discussions and the competitive atmosphere of classroom discussions led students to focus on unshared attributes. At the stage of modifying group analogies, they added unshared attributes as limitations of the group analogy and changed their group analogy not to have unshared attributes. There were no cases of generating a new analogy. Some suggestions to implement collaborative activity of self-generated analogy in science teaching effectively are discussed.

Keywords

Analogy;Self-generated analogy;Collaborative activity;Group discussion;Classroom discussion

Acknowledgement

Supported by : 한국연구재단

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