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Journal of Research in Science Teaching
written by Randy Yerrick, Elizabeth Doster, Jeffrey Nugent, Helen Parke, and Frank Crawley
Analogies have been argued to be central in the process of establishing conceptual growth, making overt connections and carryover into an intended cognitive domain, and providing a generative venue for developing conceptual understanding inherent in constructivist learning. However, students' specific uses of analogies for constructing arguments are not well understood. Specifically, the results of preservice teachers' knowledge gains are not widely studied. Although we would hope that engaging preservice science teachers in exemplary lessons would assist them in using and generating analogies more expertly, it is not clear whether or how such curricula would affect their learning or teaching. This study presents an existence proof of how preservice science teachers used analogies embedded in their course materials Physics by Inquiry. This fine-grained analysis of small group discourse revealed three distinct roles of analogies including the development of: (a) cognitive process skills, (b) scientific conceptual understanding, and (c) social contexts for problem solving. Results suggest that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development. Although the authors agree with the importance of collaborative problem solving and the insertion of analogies for preservice teachers' conceptual development, we believe much more needs to be understood before teachers can be expected to construct and sustain effective learning environments that rely on using analogies expertly. Implications for teacher preparation are also discussed.
Journal of Research in Science Teaching: Volume 40, Issue 5, Pages 443-463
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
= Inquiry Learning
= Problem Solving
- Pedagogy
= Analogies
- Teacher Preparation
Education - Basic Research
- Cognition
- Sample Population
= Instructor: Pre-service
General Physics
- Physics Education Research
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 2003 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.10084
Keywords:
Cognitive Development, Cooperative Learning, Higher Education, Inquiry, Physics, Preservice Teacher Education, Problem Solving, Science Instruction, Science Teachers, Teaching Methods
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
May 28, 2011 by Lyle Barbato
Last Update
when Cataloged:
April 17, 2003
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Record Link
AIP Format
R. Yerrick, E. Doster, J. Nugent, H. Parke, and F. Crawley, J. Res. Sci. Teaching 40 (5), 443 (2003), WWW Document, (http://dx.doi.org/10.1002/tea.10084).
AJP/PRST-PER
R. Yerrick, E. Doster, J. Nugent, H. Parke, and F. Crawley, Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons, J. Res. Sci. Teaching 40 (5), 443 (2003), <http://dx.doi.org/10.1002/tea.10084>.
APA Format
Yerrick, R., Doster, E., Nugent, J., Parke, H., & Crawley, F. (2003, April 17). Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. J. Res. Sci. Teaching, 40(5), 443-463. Retrieved November 23, 2014, from http://dx.doi.org/10.1002/tea.10084
Chicago Format
Yerrick, R, E. Doster, J. Nugent, H. Parke, and F. Crawley. "Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons." J. Res. Sci. Teaching. 40, no. 5, (April 17, 2003): 443-463, http://dx.doi.org/10.1002/tea.10084 (accessed 23 November 2014).
MLA Format
Yerrick, Randy, Elizabeth Doster, Jeffrey Nugent, Helen Parke, and Frank Crawley. "Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons." J. Res. Sci. Teaching 40.5 (2003): 443-463. 23 Nov. 2014 <http://dx.doi.org/10.1002/tea.10084>.
BibTeX Export Format
@article{ Author = "Randy Yerrick and Elizabeth Doster and Jeffrey Nugent and Helen Parke and Frank Crawley", Title = {Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons}, Journal = {J. Res. Sci. Teaching}, Volume = {40}, Number = {5}, Pages = {443-463}, Month = {April}, Year = {2003} }
Refer Export Format

%A Randy Yerrick
%A Elizabeth Doster
%A Jeffrey Nugent
%A Helen Parke
%A Frank Crawley
%T Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons
%J J. Res. Sci. Teaching
%V 40
%N 5
%D April 17, 2003
%P 443-463
%U http://dx.doi.org/10.1002/tea.10084
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Yerrick, Randy
%A Doster, Elizabeth
%A Nugent, Jeffrey
%A Parke, Helen
%A Crawley, Frank
%D April 17, 2003
%T Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons
%J J. Res. Sci. Teaching
%V 40
%N 5
%P 443-463
%8 April 17, 2003
%U http://dx.doi.org/10.1002/tea.10084


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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