Use of analogy in learning scientific concepts.
Use of analogy in learning scientific concepts.
复制标题
在学习科学概念时使用类比。
DOI：
10.1037//0278-7393.19.4.975
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发表时间：
1993
期刊：
影响因子：
--
通讯作者：
McDaniel,MA
中科院分区：
文献类型：
--
作者：
Donnelly,CM;McDaniel,MA
四个实验比较了学习的科学概念，无论是在传统的文字形式或通过类比表达。通过多项选择测试测量基本水平的细节和推理含义的理解。在实验1中，文字或类比的再现只呈现在文本的形式。在实验2中，文本伴随着动态视频。在实验3中，视频和文本的文字再现进行了比较，只有文本的类比再现。在实验4中，受试者只阅读有关熟悉领域的内容。受试者始终回答基本水平的问题时，最准确的概念表示字面意思，但回答推理问题时，最准确的概念表示类比。个体差异分析（实验2）表明，这种互动强烈的特点，科学新手的概念学习。结果进行了讨论的框架内的图式归纳。
Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Experiment 1, literal or analogical renditions were presented in textual form only. In Experiment 2, text was accompanied by a dynamic video. In Experiment 3, the video and text literal rendition was compared with a text-only analogical rendition. In Experiment 4, subjects read only about a familiar domain. Subjects consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Experiment 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction.