Analogical scaffolding and the learning of abstract ideas in physics: An example from electromagnetic waves
Analogical scaffolding and the learning of abstract ideas in physics: An example from electromagnetic waves
复制标题
类比脚手架和物理学中抽象概念的学习：电磁波的例子
DOI：
10.1103/physrevstper.3.010109
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发表时间：
2007
影响因子：
--
通讯作者：
N. Finkelstein
中科院分区：
文献类型：
--
作者：
Noah S. Podolefsky;N. Finkelstein
本文描述了一个类比的模型，类比支架，它解释了学生的学习与类比的现在和以前的结果。我们建立在先前的代表性，混合和分层的想法模型。扩展这个模型的解释力，我们提出了方法，该模型可以应用于设计一个课程，在物理教学中使用多个，分层类比抽象的想法。我们报告最近的实证研究，激励这种模式。学生讲授电磁波的课程，建立在模型的类比脚手架张贴更大的收益preto postinstruction比学生教使用更传统的！非类比为基础的”教程！21%对7%"。
This paper describes a model of analogy, analogical scaffolding, which explains present and prior results of student learning with analogies. We build on prior models of representation, blending, and layering of ideas. Extending this model’s explanatory power, we propose ways in which the model can be applied to design a curriculum directed at teaching abstract ideas in physics using multiple, layered analogies. We report on a recent empirical study that motivates this model. Students taught about electromagnetic waves in a curriculum that builds on the model of analogical scaffolding posted substantially greater gains preto postinstruction than students taught using a more traditional !non-analogy-based" tutorial !21% vs 7%".