Using Bridging Analogies and Anchoring Instutions to Deal with Students' Precenceptions in Physics - John Clement

The analogies and different types of instructional strategies, which are uses to overcome the students’ preconceptions in physic s, are stated in this article and the terms that uses in bridging analogy are being defined.  Bridging analogy is also been exampled in this article. One of these examples is Newton’s Third Law. The bridging and anchor analogy is been used to design several lessons to test their success and the result shows the prior knowledge’s importance and the anchor analogies success in retention of knowledge.

1)  How can we successfully use anchors in lower classes while there is less prior knowledge.

2)   Do we need to limit the analogy in science teaching or should let the students to use it in every subject on their own.

Using Bridging Analogies and Anchoring Intuitions to Deal with Students' Preconceptions in Physics

Researchers show that students in every level have diffuculty perceiving concepts and  have various misconception, preconception in science topics- especially in physics.  In the new approach which is developed under the conructivist theory , importance is  especially  given  to concept teaching with analogies. As known students have diffuculty to understand abstract physics concept . I understand that analogies mean similarities between concepts, principles and formulas in terms of some aspects. Analogies are bridges between similar characteristics of these concepts, principles and formulas. Prior knowledge is important at analogy. If students have prior knowledge , they teach easily new knowledge. Content, gain, new concept, students' character and connection between knowledge and target are important about improve analogy. Students and teacher create analogy together. My question:
1)How can we wipe out our preconceptions in physics topic as a teachers' candidate?
2)Do we give analogy examples always beginning new topic and new concept?

Using Briding Analogies and Anchoring Intuitions to Deal with Students' Preconceptions in Physics

In this article, to destroy the prejudices of the student are talking about the use of analogy and other teaching methods. Students’ misconceptions and prejudices aimed to develop alternative methos and change.For this purpose, the findings of scientists have done studies on this subject are examined.Analogy method and other methods used in this study, students become aware of alternative concepts and develops new concepts in an intuitive way, guided by the teacher.Small group problem –solving lab, a large group discussion method was used in the invention.In this study , pre-test and post-test were used.Between the experimental and the control group no significant results were obtained in the final test.Associated with the student’s prior knowledge , so the analogy method is used to learn new information become permenent.

Questions:

1. What are the limitations of the method of analogy?

2. Analogy method is used in which stage of course , will be more effective?

Using Bridging Analogies and Anchoring Intuitions to Deal with Students'Preconceptions in Physics

This is an article about using a method which is called analogy how to transform things from abstract to concrete.  In physics lessons, some of the same error patterns are detected, thus this lessons should be designed how to correct the misconceptions. After an experimental search, results are indicated that students appear to readily comprehended the physics units correctly.

Which method is more efficient than the analogy for physics?

Using Briding Analogies and Anchoring Intuitions to Deal with Students' Preconceptions in Physics

This article is about the use of students in physics analogy  and instructional strategies.Teachers should determine well how to use analogy which the subject.Anology is a hypothesis which is based on similarity between two things.Having a plan,teachers should draw the students' attention to analogy.Analogy is different  from instructional methods.It provides an intutive learning based on the students' previous knowledge.This approach which relies on a mixture of problem solving,demonstrations,small group labs,and especially large group discussion can be viewed as a form of  guided constructivism.

Question:1-Can analogy be used in all subjects?

                Using Bridging Analogies and  Anchoring Intuitions to Deal With Students'
                                                Preconceptions in Physics 
This article discusses the use of analogies and other instructional strategies in dealing with students' preconceptions in physics in order to discuss students' conceptions and their relationship to instructional strategies The approach described above focuses time and effort on the devolopment of qualitative conceptual understanding and uses analogies as a central technique.According to this article the students are actively engaged in evaluating whether the examples are analogous or not and in finding the best way to view the target situation 

  Questions:
1)How does teacher find preconceptions?
2)What are the disavantages of analogies?

Using Bridging Analogies and Anchoring Intuitions to Deal with Students’ Preconceptions in Physics

The analogies that to be an important learning and teaching tool, play important role on learning and developing of scientific ideas and concepts. The most important purpose of the using analogy is to be developed the understanding of abstract cases  by utilizing from concrete examples. Analogies students particularly in their lives they are not included in abstract science concepts to teaching is very effective. Misconceptions should be taken when using this method. Misconceptions can be realized in this method. Analogies to be linked to the right.

Question:

Are analogies should be prepared by the student or by the teacher? Which one is more effective than ?

Using Bridging Analogies and Anchoring Intuitions to Deal with Students’ Preconceptions in Physics

   In this article, it generally discusses the use of analogies and other instructional strategies in dealing with student’s preconceptions in physic. It is accepted that not all preconceptions are misconceptions. There is a problem about misconceptions which indicate that students could make a negative call which is about his ideas and thought processes.

   John Clement is in the favor of alternative conception which is due to the Newtonian theory that bases upon neutral ways about student’s errors and correct answers .Qualitative mistakes are not random though.

   Learning as Interaction Vs Reception widely concentrates on time and effort in order to develop qualitative conceptual understanding.

   Lessons underline instruction with the prior knowledge and unavoidably reasoning abilities of the students as a form of guided-constructivism.

My questions are :

1. What techniques teachers use to develop students' creativity? Do we use well enough?

2. How to effectively use the analogy in science? or The technique of analogy, is it suitable for use in science class?