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dc.contributor.authorAtkins, Leslie J.
dc.date.accessioned2020-02-02T22:51:33Z
dc.date.accessioned2020-02-03T04:10:06Z-
dc.date.available2020-02-02T22:51:33Z
dc.date.available2020-02-03T04:10:06Z-
dc.date.issued2004-06
dc.identifier.citationAtkins, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.44
dc.identifier.urihttps://repository.isls.org//handle/1/3979-
dc.description.abstractPast 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.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleStudent Generated Analogies in Science: Analogy as Categorization Phenomenonen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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