• Korean Journal of Child Studies
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• v.23 no.5
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• pp.1-17
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• 2002

The influence on children's analogical problem solving of structural highlighting during encoding and retrieval of sources was studied with 379 9-year-old participants. Performance on the first 2 of 4 tests determined the analogical level of each child. For the remaining 2 tests, the child was assigned to 1 of 12 different structural highlighting conditions, including 4 encoding conditions (reading, line, self-line, and self-explain) and 3 retrieval conditions (reminding, cued, and thematic comparison). Results showed that retrieval conditions, not encoding conditions, improved the analogical ability of the child. Children initially low in analogical ability improved in cued retrieval conditions; children initially high in analogical ability improved both in thematically compared and in cued retrieval conditions. Practical implications of the results were discussed.

• The Mathematical Education
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• v.52 no.4
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• pp.497-516
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• 2013

Inspite of many strengthens of storytelling mathematics education, some problems are expected: when math is taught in concrete contexts, students may have trouble to extract concepts, to transfer to noble and abstract contexts, and they may experience inert knowledge problem. Low achieving students are particularly prone to these issues. To solve these problems some suggestions are made by the author. These are analogous encoding and progressive formalism. Using analogous encoding method students can construct concepts and schema more easily and transfer knowledge which shares structural similarity. Progressive formalism is an effective way of introducing concepts progressively moving from concrete contexts to abstract context.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.