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DC Field | Value | Language |
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dc.contributor.author | Atkins, Leslie J. | |
dc.date.accessioned | 2020-02-02T22:51:33Z | |
dc.date.accessioned | 2020-02-03T04:10:06Z | - |
dc.date.available | 2020-02-02T22:51:33Z | |
dc.date.available | 2020-02-03T04:10:06Z | - |
dc.date.issued | 2004-06 | |
dc.identifier.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. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/icls2004.44 | |
dc.identifier.uri | https://repository.isls.org//handle/1/3979 | - |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Lawrence Erlbaum Associates | en_US |
dc.title | Student Generated Analogies in Science: Analogy as Categorization Phenomenon | en_US |
dc.type | Papers | en_US |
Appears in Collections: | ICLS 2004 |
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