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

这项研究的第一个目的是检查五本初中科学教科书中精心设计的类比的例子。这项研究的结果表明，可以找到43个精心设计的类比。物理类别似乎包含了最多的精心设计的类比。这些类比被客观地评估，使用TWA模型，该模型使用类比来解释科学音乐会，并包含六个操作。在这项评估的结果中，许多类比包含四五种运算，没有一种类比包含“指出类比在哪里中断”的运算。因此，这些结果表明，所有的教材都没有警告那些可能是双刃剑的类比，所以当学生有意无意地比较不对应的特征时，可能会产生误解和误导。本研究的第二个目的是调查桥接类比策略在科学教学中的有效性，以及在促进创造力方面的作用。与前一种策略相比，该策略得到了改进。该策略可以从现有的概念开始导致概念的改变，因为学生可以直观地理解科学理论的各个方面。通过建立情景之间的类比联系，学生最初认为不是相似的，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景。这个改进的策略增加了两个新的部分，用于创建类比和对前一个的讨论。本研究的结果表明，这一新的策略在科学教学中是有效的，并在促进创造力方面是有效的。

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.