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Students' Understanding of the Analogies Used in Chemistry Education and the Limitations of Using Analogies  

Kwon, Hyeok-Soon (Cheongju National University of Education)
Choi, Eun-Kyu (Seoul National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.2, 2004 , pp. 287-297 More about this Journal
Abstract
In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.
Keywords
limitation of analogy; understanding of analogy; conceptual understanding; logical thinking ability; field dependence-independence; prior achievement;
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