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Analogical transfer: Interest is just as important as conceptual potential
Analogies and models are frequently used in science and science teaching and much research is devoted to examining their effectiveness. Little research, however. has been conducted into their affective benefits and this paper reviews five studies by the author and his colleagues to find examples of interest enhancing cognition. The rolling wheels refraction analogy, a comparative study of a class that received the wheels analogy and one that did not, two teacher interview studies and the bursting-balloons analogy for molecular shapes are re-examined for instances of motivation and interest contributing to concept learning. The motivational literature insists that conceptual change learning will only proceed when students are interested and engaged. The re-examined analogies and teacher views support this claim. I recommend that a resource of interesting and effective analogies be compiled for teachers, that teachers are encouraged to systematically present their analogies in a model like the FAR guide, and that dedicated research be conducted into the affective aspect of analogy and model-based teaching.
Funding
Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)
History
Parent Title
AARE 2002 conference papersStart Page
1End Page
17Number of Pages
17Start Date
2002-12-01Finish Date
2002-12-05eISSN
1324-9339ISSN
1324-9320Location
Brisbane, QldPublisher
Australian Association for Research in EducationPlace of Publication
Melbourne, VictoriaPeer Reviewed
- Yes
Open Access
- No
External Author Affiliations
Conference; Faculty of Education and Creative Arts; TBA Research Institute;Era Eligible
- Yes