This article, like constructivism and allows students to obtain a conceptual description mentions the use of analogies physics course . The role of the teacher and the student analogies structuring , formation stages, the contribution to the understanding of abstract concepts , examples and diagrams are discussed. In addition, the design of the control group was used. This quantitative results supported the importance of understanding abstract concepts using analogies and anchoring intuitions . This method is referred to as a condition of pure discovery has been didactic and pure . These two methods are similar and different aspects are expressed . Preliminaries of the students related to the topic , not be regarded as preconceptions or misconceptions . Because this statement may not be accurate at all times and in all situations . Prerequisites have an important role in the development and transfer of knowledge is expressed. Difficult topics in accordance with his understanding of issues of students , this method will facilitate the work of teachers .
1.What to do with the light reflection of the mirror action-reaction force at the table,in Figure-2?
2.Effective use of this method is that lesson, the teacher and the student must be present features, how to be updated?
Analogies , especially in the lives of students taking physics, chemistry and biology are very effective in teaching concepts . The use of analogy information they obtain as a result of new information contained in students' lives strong bridges between established. The results of the studies , students interested in analogies , curiosity and motivation increases , conceptual change is an effective means of support , and support in establishing relationships between concepts . Information gained in the educational environment of the students before they get there they depend on prior knowledge and the educational environment they satisfy them . According to this view, the development of the ability to understand depends on the provision of appropriate learning experiences . Here is the information that is important in education , analogies , etc. teacher directly by the student is not present . The similarities between analog and target concepts during the creation of analogies , differences in teacher qualifications and deficiencies must be created under the guidance of the students in the class . Even analogies based on the constructivist theory students is essential to establish themselves . The aim to develop students' conceptual knowledge of parables, they created and increasing . Increased knowledge of concepts with an eye toward the students more aware of the happenings around them , and problem-solving skills will increase. Analogies are not expected to be effective for all students . View or imagined me to use the student's visual analogy , analogical relationship-building skills to be good required. 1. What should be considered a matter of using the analogy? 2. which is more convenient to use analogies in science subjects?
Article created anological to understand some of the physics topics. Worked on the experimental and control groups. The study investigated the effectiveness of the course is described using the analogy. Students with the concepts of anological tried to provide their own configurations. A lot of students' ideas have changed as a result of working students freed from prejudices. As a result, the observed difference in favor of an alternative approach. In order to understand some of the concepts more easily understood analogies are used. In order to ensure that students understand difficult concepts embody the concepts and benefit from analogies. 1_ What can we do to prepare analogies from creating new misconceptions? 2- Can we use to identify misconceptions anological?
This article discusses the use of analogies and other instructional strategies in dealing with students’ preconceptions in physic. 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. There were large differences in pre-test post-test gains in favor of the experimental group. İt is important to emphasize that not all preconceptions misconceptions. Misconceptions should be taken when using this method. Misconceptions can be realized in this method. The method lies midway between pure didactic and pure discovery techniques. Analogy, which relies on a mixture of problem solving, demonstrations, small group labs and large group discussion. This approach can be viewed as a form of guided constructivism.
My questions are : 1- What are special patterns of analogical reasoning? 2- What could be under the age limit to use the method of analogy?
this article is about the analogy, which is a method to be an important learning and teaching tool also play important role on learning of scientific ideas and concepts. Analogies students particularly in their lives they are not included in abstract science concepts to teaching is very effective. J. Clement had designed the lessons to deal with students' alternative conceptions in three areas of mechanics: static normal forces, frictional forces and Newton's third law for moving objects.Instructional techniques such as class discussions of the validity of an analogy between a target problem and intiutive anchoring example, and forming a structured chain of intermediate bridging analogies had been used. After an experimental search, results had been indicated that students appear to readily comprehended the physics units correctly.
Question: 1) Is this method also suitable for other science topics?
This article, like constructivism and allows students to obtain a conceptual description mentions the use of analogies physics course . The role of the teacher and the student analogies structuring , formation stages, the contribution to the understanding of abstract concepts , examples and diagrams are discussed. In addition, the design of the control group was used. This quantitative results supported the importance of understanding abstract concepts using analogies and anchoring intuitions . This method is referred to as a condition of pure discovery has been didactic and pure . These two methods are similar and different aspects are expressed .
YanıtlaSilPreliminaries of the students related to the topic , not be regarded as preconceptions or misconceptions . Because this statement may not be accurate at all times and in all situations . Prerequisites have an important role in the development and transfer of knowledge is expressed.
Difficult topics in accordance with his understanding of issues of students , this method will facilitate the work of teachers .
1.What to do with the light reflection of the mirror action-reaction force at the table,in Figure-2?
2.Effective use of this method is that lesson, the teacher and the student must be present features, how to be updated?
Analogies , especially in the lives of students taking physics, chemistry and biology are very effective in teaching concepts . The use of analogy
YanıtlaSilinformation they obtain as a result of new information contained in students' lives
strong bridges between established. The results of the studies , students interested in analogies , curiosity and motivation increases , conceptual change is an effective means of support , and support in establishing relationships between concepts . Information gained in the educational environment of the students before they get there they depend on prior knowledge and the educational environment they satisfy them . According to this view, the development of the ability to understand depends on the provision of appropriate learning experiences .
Here is the information that is important in education , analogies , etc. teacher
directly by the student is not present . The similarities between analog and target concepts during the creation of analogies , differences in teacher qualifications and deficiencies must be created under the guidance of the students in the class . Even analogies based on the constructivist theory
students is essential to establish themselves . The aim to develop students' conceptual knowledge of parables, they created
and increasing . Increased knowledge of concepts with an eye toward the students more aware of the happenings around them , and problem-solving skills will increase. Analogies are not expected to be effective for all students . View or imagined me to use the student's visual analogy , analogical relationship-building skills to be good
required.
1. What should be considered a matter of using the analogy?
2. which is more convenient to use analogies in science subjects?
Article created anological to understand some of the physics topics. Worked on the experimental and control groups. The study investigated the effectiveness of the course is described using the analogy. Students with the concepts of anological tried to provide their own configurations. A lot of students' ideas have changed as a result of working students freed from prejudices. As a result, the observed difference in favor of an alternative approach.
YanıtlaSilIn order to understand some of the concepts more easily understood analogies are used. In order to ensure that students understand difficult concepts embody the concepts and benefit from analogies.
1_ What can we do to prepare analogies from creating new misconceptions?
2- Can we use to identify misconceptions anological?
This article discusses the use of analogies and other instructional strategies in dealing with students’ preconceptions in physic.
YanıtlaSilIn 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. There were large differences in pre-test post-test gains in favor of the experimental group. İt is important to emphasize that not all preconceptions misconceptions. Misconceptions should be taken when using this method. Misconceptions can be realized in this method.
The method lies midway between pure didactic and pure discovery techniques.
Analogy, which relies on a mixture of problem solving, demonstrations, small group labs and large group discussion. This approach can be viewed as a form of guided constructivism.
My questions are :
1- What are special patterns of analogical reasoning?
2- What could be under the age limit to use the method of analogy?
Bu yorum yazar tarafından silindi.
YanıtlaSilthis article is about the analogy, which is a method to be an important learning and teaching tool also play important role on learning of scientific ideas and concepts. Analogies students particularly in their lives they are not included in abstract science concepts to teaching is very effective. J. Clement had designed the lessons to deal with students' alternative conceptions in three areas of mechanics: static normal forces, frictional forces and Newton's third law for moving objects.Instructional techniques such as class discussions of the validity of an analogy between a target problem and intiutive anchoring example, and forming a structured chain of intermediate bridging analogies had been used. After an experimental search, results had been indicated that students appear to readily comprehended the physics units correctly.
YanıtlaSilQuestion:
1) Is this method also suitable for other science topics?