Educational implications of analogy: A view from case-based reasoning.

Kolodner, Janet L.

doi:10.1037/0003-066x.52.1.57

Cited by 270 publications

(192 citation statements)

References 25 publications

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“…The development of analogical reasoning in children and its role in instruction and classroom learning have been the focus of much research (Csapó, 1997;Goswami, 2002;Klauer & Phye, 2008;Kolodner, 1997;Richland, Morrison, & Holyoak, 2006;Richland & Simms, 2015;Singer-Freeman, 2005;Vosniadou, 1989). The development and training of children's ability to reason by analogy have also been studied extensively (Alexander et al, 1989;Alexander, Willson, White, & Fuqua, 1987;Goswami, 2013).…”

Section: Introductionmentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Progression paths in children's problem solving:The influence of dynamic testing, initial variability and working-memory AbstractThe current study investigated developmental trajectories of analogical reasoning performance of 104 7-to-8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working-memory assessment, and was subsequently asked to solve figural analogies on each of several sessions. We examined children's analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual-spatial working-memory capacity and initial variability in strategyuse on analogical reasoning development. Results indicated that children in both treatment groups improved but gains were greater for those who had received training. Training also reduced the influence of children's initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter-and intra-individual change in problem-solving processes.

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Section: Introductionmentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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“…Collaborative and reflective learning practices incorporated into group processing of cases facilitates identification of relevant information, promotes problem-solving, and assists learners to consider possible outcomes of various interventions (Curran et al, 2008;Jonassen & Hernandoz-Serrano, 2002;Kaddoura, 2011;Kolodner, 1997;Thistlethwaite et al, 2012;Williams, 2009).…”

mentioning

confidence: 99%

“…For example, cases should be authentic or situated in real-world experiences (Kim et al, 2006;Kolodner, 1997;Thistlethwaite et al, 2012). Learning through these cases should be facilitated by experts, and students should clearly demonstrate the experts' skills and abilities (Bagdasarov et al, 2012;Jonassen & Hernandoz-Serrano, 2002;Kolodner & Guzdial, 2000;Thistlethwaite et al, 2012).…”

mentioning

confidence: 99%

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

Murphy¹,

Stav²

2018

The Open Journal of Occupational Therapy

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“…One particularly interesting, successful, and well-documented program using the design process as a vehicle for developing student understanding of science is the Learning by Design (LBD) curriculum (Kolodner, 1997;Kolodner et al, 1998;Kolodner, Gray, & Fasse, 2003). LBD consists of 2-to 8-week units in which students learn scientific concepts by creating a solution to a design challenge.…”

Section: Engineering At the Precollege Levelmentioning

confidence: 99%

SodaConstructing knowledge through exploratoids

Svarovsky

Shaffer

2006

J Res Sci Teach

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In this article, we describe a preliminary study that integrates research on engineering design activities for K-12 students with work on microworlds as learning tools. Here, we extend these bodies of research by exploring whether-and how-authentic recreations of engineering practices can help students develop conceptual understanding of physics. We focus on the design-build-test (DBT) cycle used by professional engineers in simulation-based rapid modeling. In this experiment, middle-school students worked for 10 hr during a single weekend to solve engineering design challenges using SodaConstructor, a Java-based microworld, as a simulation environment. As a result of the experiment, students learned about center of mass. Our data further suggest that in the process of simulation-based modeling, rapid iterations of the DBT cycle progressively linked students' interest in the design activities and understanding of the concept of center of mass. We suggest that these rapid iterations of the DBT cycle functioned as exploratoids: short fragments of exploratory action in a microworld that cumulatively develop interest in and understanding of important scientific concepts. ß

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Educational implications of analogy: A view from case-based reasoning.

Cited by 270 publications

References 25 publications

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

SodaConstructing knowledge through exploratoids

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