Accessing Source Information in Analogical Problem-Solving

Anolli, Luigi; Antonietti, Alessandro; Crisafulli, Laura; Cantoia, Manuela Eliane

doi:10.1080/02724980042000093

Cited by 39 publications

(37 citation statements)

References 51 publications

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“…There were no differences between conditions in the tutors' or instructional materials' embodiment (or lack thereof) of the following potential instructional supports for transfer: (a) direct hints (e.g., Anolli et al 2001;Gick and Holyoak 1980; there were none), (b) references to the respiratory system prior to day 2 (again none), (c) overlapping surface Reeves and Weisberg 1994). However, to maximize the chance of detecting an effect for at least one of the principles, we provided different degrees of content-based support for each one.…”

Section: Instructional Support For Transfermentioning

confidence: 99%

“…We also think that there are some important resonances between the notion of expansive framing and prior research that has shown the strong power of hints for facilitating transfer (Anolli et al 2001;Campione and Brown 1984;Catrambone and Holyoak 1989;Holyoak 1980, 1983;Spencer and Weisberg 1986). Although in our expansive framing we were careful to never provide the kinds of content-specific, and precisely timed hints that were investigated in these studies, expansive framing has a family resemblance with such hints by encouraging students to orient to what they know as being of continued relevance across times, places, people and topics.…”

Section: Implications For Researchmentioning

confidence: 99%

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The influence of framing on transfer: initial evidence from a tutoring experiment

2010

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This paper investigates the idea that the framing of learning and transfer contexts can influence students' propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another.Keywords Transfer-of-learning Á Human tutoring Á Framing Á Social interactions and learning Á Self-explaining Transfer-of-learning, or the application of something that has been learned in one context to another context, is one of the most important educational phenomena. Without it, what students learn in school and elsewhere would have little effect on the rest of their lives. Transfer is also one of the most longstanding and difficult research topics in education and psychology (Barnett and Ceci

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Section: Instructional Support For Transfermentioning

confidence: 99%

Section: Implications For Researchmentioning

confidence: 99%

The influence of framing on transfer: initial evidence from a tutoring experiment

2010

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“…Anolli et al (2001) suggested that this lack of transfer occurs because students are not aware of the connection between analog and target concepts. Just teaching the analogy is not sufficient to promote transfer.…”

Section: Assertionmentioning

confidence: 99%

Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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“…This task structure is mirrored in prevailing models of reasoning by analogy and similarity such as MAC/FAC (Forbus, Gentner, & Law, 1994), LISA (Hummel & Holyoak, 1997), and ARCS (Thagard, Holyoak, Nelson, & Gochfeld, 1990). The canonical model divides analogical problem-solving into at least three phases: First, the source is encoded; second, a target induces access of a source relevant to the solution of the target; and third, the source is mapped unto the target to draw a solution (e.g., Anolli, Antonietti, Crisafulli, & Cantoia, 2001).…”

mentioning

confidence: 99%