• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.463-476
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• 2009

The purpose of this research was to find out if the analogical role-playing class activity had an effect on the students' academic achievements on cellular respirations as well as their science learning motivation for those who took part in the cellular respiration. To examine the effects of applying the activity, the research was conducted targeting a high school with humanities and social sciences courses, located in Busan. The target was specified as two classes that had selected a Biology II class, with one class (27 students) set as the test group and the other class (28 students) set as the control group. The conclusion drawn from this research was as follows: First, it seemed that the analogical role-playing activity helped the students to take their own parts in cellular respiration and gave them an opportunity to explain the concepts through direct physical activities, enhancing their academic achievements. Second, it was concluded that as the students found confidence and relevance in scientific knowledge as well as obtained a sense of accomplishment, the analogical role-playing class activity increased their level of satisfaction and their science learning motives. Third, as a result of the interviews on the change of the concept, students expressed some dissatisfaction over the new concept, and thought of the analogical role-playing activity as an intelligible alternative. It appeared that the alternative was plausible and fruitful.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.