Difference between revisions of "Analogical comparison principle"

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(Experimental support)
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===Examples===
 
===Examples===
 
==Experimental support==
 
==Experimental support==
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 +
===Empirical and correlational support===
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Research studies of mathematics classrooms show use of this principle correlates with cross-country standardized achievement results (Richland, Zur, Holyoak, 2007).
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===Laboratory experiment support===
 
===Laboratory experiment support===
 
Analogical comparison has also been shown to improve learning even when both examples are not initially well understood (Kurtz, Miao, & Gentner, 2001; Gentner Lowenstein, & Thompson, 2003). By comparing the commonalities between two examples, students could focus on the causal structure and improve their learning about the concept. Kurtz et al. (2001) showed that students who were learning about the concept of heat transfer learned more when comparing examples than when studying each example separately.
 
Analogical comparison has also been shown to improve learning even when both examples are not initially well understood (Kurtz, Miao, & Gentner, 2001; Gentner Lowenstein, & Thompson, 2003). By comparing the commonalities between two examples, students could focus on the causal structure and improve their learning about the concept. Kurtz et al. (2001) showed that students who were learning about the concept of heat transfer learned more when comparing examples than when studying each example separately.
  
 
===In vivo experiment support===
 
===In vivo experiment support===
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==Theoretical rationale==  
 
==Theoretical rationale==  
 
Comparing and contrasting problems can facilitate [[analogical comparison]].
 
Comparing and contrasting problems can facilitate [[analogical comparison]].

Revision as of 14:13, 1 April 2008

Brief statement of principle

Analogical comparison can facilitate schema abstraction and transfer of that knowledge to new problem. By comparing the commonalities between two examples, students can focus on the causal structure and improve their learning about the concept.

Description of principle

Operational definition

Examples

Experimental support

Empirical and correlational support

Research studies of mathematics classrooms show use of this principle correlates with cross-country standardized achievement results (Richland, Zur, Holyoak, 2007).

Laboratory experiment support

Analogical comparison has also been shown to improve learning even when both examples are not initially well understood (Kurtz, Miao, & Gentner, 2001; Gentner Lowenstein, & Thompson, 2003). By comparing the commonalities between two examples, students could focus on the causal structure and improve their learning about the concept. Kurtz et al. (2001) showed that students who were learning about the concept of heat transfer learned more when comparing examples than when studying each example separately.

In vivo experiment support

Theoretical rationale

Comparing and contrasting problems can facilitate analogical comparison. (These entries should link to one or more learning processes.)

Conditions of application

Caveats, limitations, open issues, or dissenting views

Variations (descendants)

Generalizations (ascendants)

References

  • Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.