Using analogy to learn about phenomena at scales outside human perception.
Using analogy to learn about phenomena at scales outside human perception.
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DOI：
10.1186/s41235-017-0054-7
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Shipley TF
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文献类型：
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作者：
Resnick I;Davatzes A;Newcombe NS;Shipley TF
理解和推理人类感知范围之外的现象（例如，地质年代）在科学，技术，工程和数学中至关重要。因此，设计强有力的方法来支持在这样的尺度上获得推理是科学，技术，工程和数学教育的一个重要目标。在两个实验中，我们研究了类比原则在学习地质年代中的应用。在这两个实验中，我们发现，使用空间类比（例如，时间线）进行多重比对，并保持类比中所有不相关的成分不变（例如，保持时间线的长度相同），可以更好地理解地质时间的大小。有效的方法还包括分层和渐进地对齐尺度信息（实验1）和主动预测，使对齐与即时反馈配对（实验1和2）。
Understanding and reasoning about phenomena at scales outside human perception (for example, geologic time) is critical across science, technology, engineering, and mathematics. Thus, devising strong methods to support acquisition of reasoning at such scales is an important goal in science, technology, engineering, and mathematics education. In two experiments, we examine the use of analogical principles in learning about geologic time. Across both experiments we find that using a spatial analogy (for example, a time line) to make multiple alignments, and keeping all unrelated components of the analogy held constant (for example, keep the time line the same length), leads to better understanding of the magnitude of geologic time. Effective approaches also include hierarchically and progressively aligning scale information (Experiment 1) and active prediction in making alignments paired with immediate feedback (Experiments 1 and 2).