SEARCH

SEARCH BY CITATION

REFERENCES

  • Atkins, L. J. (2004). Analogies as categorization phenomena: Studies from scientific discourse. Unpublished Doctoral dissertation. University of Maryland, College Park, MD.
  • Baker, W. P., & Lawson, A. E. (2001). Complex instructional analogies and theoretical concept acquisition in college genetics. Science Education, 85, 665683.
  • Blanchette, I., & Dunbar, K. (2001). Analogy use in naturalistic settings: The influence of audience, emotion, and goals. Memory and Cognition, 29, 730735.
  • Chiu, M.-H., & Lin, J.-W. (2005). Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42, 429464.
  • Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12, 563586.
  • Clement, J. (1989). Generation of spontaneous analogies by students solving science problems. In D.Topping, D.Crowell, & V.Kobayashi (Eds.), Thinking across cultures (pp. 303308). Hillsdale, NJ: Erlbaum.
  • Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, 12411257.
  • Clement, J. (1998). Expert novice similarities and instruction using analogies. International Journal of Science Education, 20, 12711286.
  • Dagher, Z. (1995a). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79, 295312.
  • Dagher, Z. (1995b). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32, 259270.
  • Didierjean, A., & Cauzinille-Marmeche, E. (1998). Reasoning by analogy: Is it schema-mediated or case-based? European Journal of Psychology of Education, 13, 385398.
  • Driver, R., & B. Bell, B. (1986). Students' thinking and the learning of science: A constructivist view. School Science Review, 67, 443456.
  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649672.
  • Duit, R., Roth, W.-M., Komorek, M., and Wilbers, J. (2001). Fostering conceptual change by analogies—Between Scylla and Charybdis. Learning and Instruction 11, 283303.
  • Dunbar, K., & Blanchette, I. (2001). The in vivo/in vitro approach to cognition: The case of analogy. Trends in Cognitive Science, 5, 334339.
  • Eilam, B. (2004). Drops of water and of soap solution: Students' constraining mental models of the nature of matter. Journal of Research in Science Teaching, 41, 970993.
  • Else, M. J., Clement, J., and Ramirez, M. A. (to appear). Using analogies in science teaching and curriculum design: Some guidelines. In J.Clement & M.Ramirez (Eds.), Model based learning and instruction in science. Dordrecht: Kluwer.
  • Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. New York: Teachers College Press.
  • Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.
  • Gentner, D. (1983). Structure mapping: A theoretical framework for analogy. Cognitive Science, 7, 155170.
  • Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Science, 12, 306355.
  • Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Science, 15, 138.
  • Glynn, S. M., & Takahashi, T. (1998). Learning from analogy-enhanced science text. Journal of Research in Science Teaching, 10, 11291149.
  • Hammer, D. (2004). The variability of student reasoning, LectureTransitions. In E.Redish, C.Tarsitani, & M.Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI: Italian Physical Society.
  • Hennessey, M. G. (2003). Epistemological sophistication: Helping elementary students learn about learning. Paper presented at the Physics Education Research Seminar, University of Maryland, December 2003.
  • Hesse, M. (1966). Models and analogies in science. Notre Dame, IN: The University of Notre Dame Press.
  • Heywood, D., & Parker, J. (1997). Confronting the analogy: Primary teachers exploring the usefulness of analogies in the teaching and learning of electricity. International Journal of Science Education, 19, 869885.
  • Hodson, D. (1988). Toward a philosophically more valid science curriculum. Science Education, 72, 1940.
  • Hofstadter, D. (2003). Analogy as the central motor of discovery in physics. Paper presented at a Physics Department Colloquium, Ohio State University, May 2003.
  • Kaufman, D. R., Patel, V. L., and Magder, S. A. (1996). The explanatory role of spontaneously generated analogies in reasoning about physiological concepts. International Journal of Science Education, 18, 369386.
  • Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319337.
  • Kurtz, K., Miao, C.-H., & Gentner, D. (2001). Learning by analogical bootstrapping. Journal of the Learning Sciences, 10, 417446.
  • Leatherdale, W. H. (1974). The role of analogy, model and metaphor in science. Amsterdam: North-Holland.
  • Lehrer, R., & Schauble, L. (2000). Developing model-based reasoning in mathematics and science. Journal of Applied Developmental Psychology, 21(1), 3948.
  • Lehrer, R., & Schauble, L. (2002). Modeling in mathematics and science. In R.Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science, 2000 (Vol. 5, pp. 101159) Mahwah, NJ: Erlbaum.
  • Lising, L. J. (2004). Scientific analogical modeling capabilities of third-grade students. Paper presented at the semi-annual meeting of the American Association of Physics Teachers, Miami Beach, FL.
  • Mason, L. (1994). Cognitive and metacognitive aspects in conceptual change by analogy. Instructional Science, 22, 157187.
  • Mason, L., & Sorzio, P. (1996). Analogical reasoning in restructuring scientific knowledge. European Journal of Psychology of Education, 11, 223.
  • Mayo, J. A. (2001). Using analogies to teach conceptual applications of developmental theories. Journal of Constructivist Psychology, 14, 187213.
  • Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65(2), 93127.
  • Metz, K. E. (1997). On the complex relation between cognitive developmental research and children's science curricula. Review of Educational Research, 67(1), 151163.
  • National Committee on Science Education Standards and Assessment, N. R. C. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N.Giere (Ed.), Cognitive models of science (Vol XV, pp. 344). Minneapolis, MN: University of Minneapolis Press.
  • Newby, T. J., Ertmer, P. A., & Stepich, D. A. (1995). Instructional analogies and the learning of concepts. Educational Technology Research and Development, 43, 518.
  • Pittman, K. M. (1999). Student-generated analogies: Another way of knowing? Journal of Research in Science Teaching, 36, 122.
  • Rouvray, D. H. (1994). The necessity for analogies in the development of science. Journal of Chemical Information and Computer Sciences, 34, 446452.
  • Rumelhart, D. E., & Normann, D. A. (1981). Analogical processes in learning. In J. R.Anderson (Ed.), Cognitive skills and their acquisition (pp. 335359). Hillsdale, NJ: Erlbaum.
  • Shapiro, B. L. (1994). What children bring to light: A constructivist perspective on children's learning in science. New York: Teachers College Press.
  • Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28, 305313.
  • Swain, D. P. (2000). The water-tower analogy of the cardiovascular system. Advances in Physiology Education, 24, 4350.
  • Wong, E. D. (1993a). Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. Journal of Research in Science Teaching, 30, 367380.
  • Wong, E. D. (1993b). Understanding the generative capacity of analogies as a tool for explanation. Journal of Research in Science Teaching, 30, 12591272.