• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.165-175
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• 2003

The purpose of this study was to analyze the use of analogies in high school science textbooks in explaining abstract science concepts. For this study, the analogies used in high school science textbooks of the 7th science curriculum were analyzed. The analogies were classified into the six following types: the nature of shared attributes, representation, analogy/target abstraction, number of analogies, with and without specified use of analogy, and casual relations. A total of 189 analogies were found in the 7th science textbooks. This means that 16.9 analogies were used for each book. In analyzing the analogies, we found some analogies were appropriate, while others were ambiguous and inadequate in explaining the various science concepts. The number of analogies used varied considerably according to the publishing company and the science domain. For more effective understanding of various science concepts, it is necessary to develop more analogies and research the application of analogy.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.402-414
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• 2012

This study investigated the effects of the instructions using analogies in learning the concept of saturated solution by the analogy presentation types and the verbal learning styles upon the mapping understanding, the mapping errors, and the perceptions of the instruction. Fifth graders (N=123) at an elementary school were selected and assigned to VA (n=63) and VPA (n=60) groups. As a pretest, a test on the verbal learning style was administered. The students in the VA group learned the target concept with a verbal analogy, while those in the VPA group learned it with a verbal/pictorial analogy. After the students learned it, a mapping understanding test was administered. The students in the VPA group also administered the test on the perceptions of the instruction and some of them were interviewed in depth. The results revealed that the scores of the students with strong verbal learning preference in the VPA group were significantly lower than those in the VA group in the mapping understanding test. However, the scores of the students with weak verbal learning preference were not significantly different between the two groups. Five types of mapping errors were identified: failure to map, mismapping, rash mapping, impossible mapping, and mapping of a surficial feature. According to students' verbal learning styles, there were some differences in the frequencies of mapping errors in the two groups. Many students in the VPA group, regardless of their verbal learning styles, had positive perceptions of the instruction in various cognitive and motivational aspects. However, some of them also pointed out a few difficulties of the instruction. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.645-652
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• 1999

The effects of number, source, and sequence of analogs on middle school students' concept recall and application were investigated. Based on the number (one/two) and source(everyday/science) of analogs, four types of learning materials were developed and pilot-tested. Prior to the treatment the field dependence/independence (FD/l) test was administered and the scores were used as a blocking variable. The learning materials were read by randomly assigned middle school students (N=88), and the concept recall and application test was administered immediately and four weeks later. In the immediate and retention tests, there were no significant main effects of number, source, and sequence of analogs. In the application problems of retention test. however, there were some significant interaction effects with students' FD/I. Field-independent students who learned with two analogs scored significantly higher than those who learned with one analog. In the case of using two analogs, field-dependent students who learned with everyday-analog first scored significantly higher than those who learned with science-analog first.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.861-873
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• 2009

This study investigated the types of analogies generated by science-gifted students, mapping errors on the chromatography, and the perceptions on generating analogy. The subjects were science-gifted eighth-graders (N=68) enrolled at four gifted-education centers in Seoul. Analyses of the results revealed that most science-gifted students represented the analogies using verbal and pictorial forms based on concrete and everyday experiences, and they elaborately explained them including the functional attributes and the causal relationships of the target concept. Science-gifted students selected the analogies having rich similarities or similar structure and principle between the target concept and the analogy as the best of the self-generated analogies. And they used mainly their 'school life' as analogy materials. The results of the mapping test showed that many science-gifted students had mapping errors such as 'failure to map' and 'overmapping'. They were found to have the positive perceptions on generating analogy. The present study will provide the basic information to develop an instructional model in generating analogy in an education program for science-gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.663-675
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• 2007

Chemical reactions in cells are so complicated and abstract that students have difficulty in understanding them. In this study, classes with the application of systematic analogies used at the interpretation of experimental results were taught to 10th-grade students in order to help them to understand the concept of enzymes, which play an important role in chemical reactions in cells. Effects of the classes on their understanding of the concept of enzymes and the role of systematic analogies were analyzed. The gap of understanding between the test group and the control group was significant at 0.05, indicating that systematic analogies are effective for students' understanding of the concept of enzymes. Looking into the concept of enzymes by individual element, the effect of systematic analogies was shown to be large for equilibrium-like processes, such as the enzyme structure change caused by temperature and pH; and the continuous and random actions of enzymes, which students have difficulty in understanding. For these processes, systematic analogies played a positive role in improving their conceptual status. The visualizations and familiarity of analogs increased their intelligibility regarding the concept of enzyme. Also, the systematic analogies increases their plausibility by helping to connect phenomena, taking place in the enzyme reaction experiments, with scientific concepts as scaffold. Accordingly, it was possible to explain experimental results as scientific concepts in a consistent manner. In addition, analogies familiar to students played a positive role from the affective perspective by promoting students' interest and helping them to approach hard scientific concepts.

• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.107-116
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• 1999

The effects of clarified mapping strategy and placement of analog on middle school students' conceptual understanding were investigated. According to the usage of clarified mapping strategy and the sequence in presenting analogy, four types of learning materials were developed and pilot tested. Prior to the treatment, the field dependence-independence test was administered and a previous achievement test scores were obtained. The scores were used as blocking variables. The learning materials were read by randomly assigned middle school students (N=111), and the conceptions test was administered immediately and four weeks later. In the recall problems of immediate and retention test, there were no significant differences. In the application problems of immediate and retention test, however, the students learned with clarified mapping strategy scored significantly higher than those with analog-only. Field-independent students learned with clarified mapping strategy scored significantly higher in the immediate application than those with analog-only, and higher-level students learned with clarified mapping strategy scored significantly higher in the retention application than those with analog-only. In the immediate application, higher-level students learned analog first with clarified mapping strategy scored significantly higher in the immediate application than those learned target concept first with clarified mapping strategy. However, lower-level students learned target concept first with clarified mapping strategy scored significantly higher than those learned analog first with clarified mapping strategy.