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http://dx.doi.org/10.5012/jkcs.2011.55.3.509

The Effects of Analogy-Generating in Small Group on Saturated Solution in Elementary Science-Gifted Education  

Yoon, Jin-A (Kwanseol Elementary School)
Kang, Hun-Sik (Department of Science Education, Chuncheon National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.55, no.3, 2011 , pp. 509-518 More about this Journal
Abstract
In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.
Keywords
Analogy-generating in small group; Type of analogy; Mapping error; Perception; Science-gifted education;
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