LEARNING CONCEPTS FROM BIOLOGY TEXT THROUGH PICTORIAL ANALOGIES AND AN ANALOGICAL STUDY GUIDE
LEARNING CONCEPTS FROM BIOLOGY TEXT THROUGH PICTORIAL ANALOGIES AND AN ANALOGICAL STUDY GUIDE
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DOI：
10.1080/00220671.1990.10885961
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发表时间：
1990-03-01
影响因子：
2.1
通讯作者：
COWEN, S
中科院分区：
文献类型：
--
作者：
BEAN, TW;SEARLES, D;COWEN, S
这项研究的目的是检验这样一个假设：与单独使用类比学习指南相比，将图像类比与其书面形式相结合可以更好地理解生物学概念。 111 名高中生按班级随机分配接受治疗和控制条件。三种治疗条件包括（a）关于细胞部分和功能的讲座，并附有工厂的图形类比和类比学习指南，展示细胞的各个部分如何像工厂的各个部分，（b）与条件（a）相同的讲座和类比指南，但没有图形类比，以及（c）没有教师解释的类比指南。控制条件包括独立阅读文本，其中包括作者提供的工厂类比。两项相关测量包括 14 项细胞结构/功能匹配测试和关于细胞的短文问题。结果表明，在不包括图形表示的情况下，接受将细胞与工厂进行比较的图形类比和类比指南相结合的教学的学生比同龄人对材料的理解明显更好。本研究对文本和课程设计具有影响，强调图形和书面类比的整合。
The purpose of this study was to test the hypothesis that combining a pictorial analogy with its written form would produce greater understanding of biology concepts than would use of an analogical study guide alone. One hundred and eleven high school students were randomly assigned by class to treatment and control conditions. The three treatment conditions consisted of (a) a lecture on cell parts and functions accompanied by a pictorial analogy to a factory and an analogical study guide showing how the various part of a cell are like the parts of a factory, (b) the same lecture and analogical guide as condition (a) but without the pictorial analogy, and (c) an analogical guide without teacher explanation. The control condition consisted of independent reading in a text that included author-supplied analogies to a factory. Two dependent measures consisted of a 14-item cell structure/function matching test and a short essay question on cells. The results indicated that those students who received instruction combining a pictorial analogy comparing the cell to a factory and an analogical guide displayed significantly better comprehension of this material than did their peers, in conditions where the pictorial representation was not included. The present study has implications for text and lesson design emphasizing the integration of pictorial and written analogies.