This presents examples of the role of analogical reasoning in expert problem solving. These are intended to show that using an analogy can change an expert's understanding of a problem situation by changing the conceptual model he or she uses to think about the situation. This suggests that using a good analogy may allow students to overcome a deep misconception by helping them to change the conceptual model they use to think about a physical phenomenon. This pilot study presents evidence from a tutoring interview showing that the use of analogies can help in overcoming misconceptions. The main strategies employed to effect conceptual change (taken from strategies observed in expert protocols) were the use of analogies and specific techniques for confirming these analogies. It is suggested that analysis of such tutoring interviews could lead to a cognitive model for how deep misconceptions may be changed during learning. Potential classroom applications are considered briefly. Several figures are provided.


  • Education > General

Education Levels:

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


NSDL,Active Learning,Analogies,Education Foundations,Undergraduate (Lower Division),Secondary Education,Analogical Reasoning,Problem Solving,Misconceptions,Graduate/Professional,Learning Processes,Models,Physics,Scientific Concepts,Science Education,Life Science,Science Instruction,Concept Formation,Higher Education,Cognitive Structures,Learning Theory,Pedagogy,Secondary School Science,oai:nsdl.org:2200/20061213014126280T,College Science,Education Practices,NSDL_SetSpec_439869,Education



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