Type:

Other

Description:

Expertise in science involves the generation and use of analogies. How and when students might develop this aspect of expertise has implications for understanding how instruction might facilitate that development. We're at the beginning stages of trying to understand analogies as students use them in science classrooms. In a study of K-8 inquiry in physical science, we have seen several cases of spontaneous analogy generation at different levels of sophistication. In the case presented here, a 3rd-grader generates a particularly well-developed analogy and modifies it to reconcile his classmates' counter-arguments, allowing us to identify in these 3rd-graders specific elements of expertise in analogy use

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

physics education,elementary students,Higher Education,natural sciences,NSDL,PERC 2003,Physics,oai:nsdl.org:2200/20061003064000193T,educational aids,Education Practices,Analogies,Elementary School,NSDL_SetSpec_439869,Vocational/Professional Development Education,teaching,Physics Education Research,Education,General Physics,Pedagogy,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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