RESEARCH ON THE EFFICIENCY OF CREATIVE FUNCTION OF ANALOGIES IN LEARNING SCIENCE

本研究的第一个目的是考察五本初中科学教科书中的精心类比的例子。研究结果显示，本研究共发现43个复杂类比，其中物理范畴的复杂类比最多。这些类比客观地评估，使用TWA模型，使用类比来解释一个科学音乐会，并包含六个操作。在这个评估的结果中，许多类比包含四个或五个操作，并且没有一个类比包含“指示类比在哪里失败”操作。因此，这些结果表明，所有的教科书都没有警告这些类比可能是一把双刃剑，所以当学生有意或无意地比较不对应的特征时，可能会导致误解和误导。本研究的第二个目的是探讨桥接类比策略在科学教学中的有效性，并促进创造力。该策略与前一策略相比有所改进。该策略可以导致从现有概念开始的概念变化，因为学生可以直观地理解科学理论的各个方面。通过在情境之间建立类比联系，学生最初认为不相似，学生可能能够将他们的有效直觉扩展到最初令人烦恼的目标情境。这种改进的策略增加了两个新的部分，用于创建类比和讨论前一个。本研究结果显示，此新策略在科学教学上是有效的，并能促进学生的创造力。

The first purpose of this study is to examine five junior school science textbooks for examples of elaborate analogies. The results of this study demonstrate 43 elaborate analogies could be found. Physical categories appeared to contain the greatest number of elaborate analogies. These analogies are objectively evaluated, using the TWA Model that uses an analogy to explain a science concert and contains six operations. In the results of this evaluation, many analogies contain the four or five operations, and none of the analogies contains a "indicate where analogy breaks down" operation. Therefore, these results indicate that all textbooks do not warn about those analogies which may be a double-edged sword, so when students intentionally or inadvertently compare features that do not correspond to one another, misunderstanding and misdirection can result. The second purpose of this study is to investigate where the bridging analogies strategy can be effective in science teaching, and in facilitating creativity. This strategy is improved on compared to the former one. The strategy can lead to conceptual change starting from existing conceptions in that the student can make intuitive sense of aspects of the scientific theory. By establishing analogical connections between situations, students initially view as not being analogous, students may be able to extend their valid intuitions to initially troublesome target situations. This improved strategy adds two new parts for creating analogies and a discussion of the former one. The results of this study indicate that this new strategy can be effective in science teaching, and in facilitating creativity.