The effect of instructional analogies in interaction with logical thinking ability on achievement and attitude toward chemistry

Fathiazar, Eskandar; Bayrami, Mansour; Vahedi, Shahram; Ansar, Vahideh Abdollahi Adli

doi:10.1039/c3rp00036b

Cited by 19 publications

(14 citation statements)

References 28 publications

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“…In addition to using the media, teachers could apply cooperative learning methods. Cooperative learning methods will be improving the students' logical thinking levels thus improving their performances (Othman et.al., 2010;Eskandar et al, 2013;Glen, 2013).…”

Section: Resultsmentioning

confidence: 99%

Assessment of Seventh Grade Students’ Capacity of Logical Thinking

Fadiana

Amin

Lukito

et al. 2019

JPII

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The objective of this research was to quantify the logical thinking capacity of seventh grade students in Tuban, East Java, Indonesia. This research was conducting using the quantitative descriptive method and 119 students in the seventh grade of secondary school in Tuban during the Academic Year 2016/2017. The data was collected by using Logical Thinking Test (LTT) which comprises of six different kind of reasonings; namely conservational reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, and correlational reasoning (source). Based on LTT, scores are categorized into three levels; concrete operational levels, transitional levels, and formal operational levels (source). The results of the research display that (88.21%) of the seventh grade are classified at the concrete operational level, (10.08%) at the transitional level, and (1.68%) at the formal operational level. After conducting this research, teachers are now able to design teaching tactics and have a better understanding of secondary school student's cognitive development and behavior.

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Section: Resultsmentioning

confidence: 99%

Assessment of Seventh Grade Students’ Capacity of Logical Thinking

Fadiana

Amin

Lukito

et al. 2019

JPII

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“…Elever kan også ha nytte av å lage egne modeller og å kritisk vurdere både egne og vitenskapelige modeller (Coll et al, 2005). Bruk av analogier kan ha saerlig stor laeringseffekt for elever på det konkret-operasjonelle stadiet, hvor elevene som deltar i vår studie (7. trinn) antas å befinne seg (Eskandar, Bayrami, Vahedi & Ansar, 2013;Pouw, Van Gog, Zwaan & Paas, 2016;Sarantopoulos & Tsaparlis, 2004).…”

Section: Innledning Bakgrunnunclassified

Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring

Saure

Bomark

Svendsen

2021

NorDiNa

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We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.

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“…Bu başarılı sonuçlar üzerinde analoji ile gerçekleştirilen öğretimin ilgi ve dikkatleri konu üzerinde yoğunlaştırmasının, dersi eğlenceli hale getirmesinin etkili olduğu düşünülmektedir. Alanyazında ortaokul öğrencileri ile gerçekleştirilen çalışmalarda da öğretim sürecinde analoji kullanımının akademik başarı (Demirci-Güler & Yağbasan, 2010;Erökten & Kahraman-Gökharman, 2013;Eskandar, Bayrami, Vahedi, & Ansar, 2013;Kobal, Şahin, & Kara, 2013;Şeker-Gökulu & Geban, 2014), öğrenme (Blake, 2004;Çakır & Azizoğlu, 2012;Çıray & Erişti, 2014;Glynn & Takahashi, 1998;Şaşmaz-Ören, Ormancı, Babacan, Çiçek, & Koparan, 2010), kavrama (Şenpolat, Seven, & Düzgün, 2005) ve kavramsal anlamayı (Blake, 2004;Wichaidit, Wongyounoi, Dechsri, & Chaivisuthangkura, 2011) olumlu etkilediği saptanmıştır.…”

Section: Sonuç Ve Tartışmaunclassified

Lamba Parlaklığı Konusunda Değişkenleri Belirleme ve Kontrol Etmenin Öğretiminde Analoji Kullanımının Etkisi

Harman¹,

Çökelez²

2019

Kuramsal Eğitimbilim

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This study investigated the effect of the using analogy on the teaching of identifying and controlling variables on the brightness of a bulb. The study was conducted with the participation of 98 fifth grade students. 49 students were in the experimental group and 49 students were in the control group. The unmatched control group pretest and posttest method was used in this study, interviews were done with the students. Analogy was used in the experimental group and analogy was not used in the control group in the implementation process. A data collection form consisting of two questions was used in this study. In the first question, the students were asked to choose two circuits that they could see the effect of the battery's number on the bulb's brightness from four simple electrical circuits. In the second question, the students were asked to choose two circuits that they could see the effect of the bulb's number on the bulb's brightness from four simple electrical circuits. Data were analyzed using content analysis. As a result of the research, it has been found that the using of analogy is effective on the learning and elimination of misconceptions. Teaching with analogy is focused interest and attention on the issue, made the lesson fun. It is thought that these situations have an effect on the result.

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The effect of instructional analogies in interaction with logical thinking ability on achievement and attitude toward chemistry

Cited by 19 publications

References 28 publications

Assessment of Seventh Grade Students’ Capacity of Logical Thinking

Assessment of Seventh Grade Students’ Capacity of Logical Thinking

Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring

Lamba Parlaklığı Konusunda Değişkenleri Belirleme ve Kontrol Etmenin Öğretiminde Analoji Kullanımının Etkisi

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