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|Title:||Student Generated Analogies in Science: Analogy as Categorization Phenomenon|
|Authors:||Atkins, Leslie J.|
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Atkins, L. J. (2004). Student Generated Analogies in Science: Analogy as Categorization Phenomenon. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 44-49). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||Past research on analogies has tended to focus on analogies generated by a textbook, teacher, or researcher that are then interpreted by a student. Such research identifies how students learn from analogies--but not how students create or use their own analogies. Models of analogy comprehension that have been derived from this research, in particular structure- mapping, cannot be extended to analogy creation. However, features of student-generated analogies show striking similarities to features of categorization, including prototypes, family- resemblance, and a folk-theory basis. In this paper, I present a thread of analogies from a 5th grade science classroom and argue for a view of analogies as a categorization phenomenon.|
|Appears in Collections:||ICLS 2004|
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