Journal article
Benjamin D. Jee, D. Uttal, D. Gentner, C. Manduca, T. Shipley, B. Tikoff, Carol J. Ormand, B. Sageman
2010
2010
Semantic Scholar
DOI
Cite
Cite
APA
Click to copy
Jee, B. D., Uttal, D., Gentner, D., Manduca, C., Shipley, T., Tikoff, B., … Sageman, B. (2010). Commentary: Analogical Thinking in Geoscience Education.
Chicago/Turabian
Click to copy
Jee, Benjamin D., D. Uttal, D. Gentner, C. Manduca, T. Shipley, B. Tikoff, Carol J. Ormand, and B. Sageman. “Commentary: Analogical Thinking in Geoscience Education” (2010).
MLA
Click to copy
Jee, Benjamin D., et al. Commentary: Analogical Thinking in Geoscience Education. 2010.
BibTeX Click to copy
@article{benjamin2010a,
title = {Commentary: Analogical Thinking in Geoscience Education},
year = {2010},
author = {Jee, Benjamin D. and Uttal, D. and Gentner, D. and Manduca, C. and Shipley, T. and Tikoff, B. and Ormand, Carol J. and Sageman, B.}
}
Abstract
Geoscience instructors and textbooks rely on analogy for teaching students a wide range of content, from the most basic concepts to highly complicated systems. The goal of this paper is to connect educational and cognitive science research on analogical thinking with issues of geoscience instruction. Analogies convey that the same basic relationships hold in two different examples. In cognitive science, analogical comparison is understood as the process by which a person processes an analogy. We use a cognitive framework for analogy to discuss what makes an effective analogy, the various forms of analogical comparison used in instruction, and the ways that analogical thinking can be supported. Challenges and limitations in using analogy are also discussed, along with suggestions about how these limitations can be addressed to better guide instruction. We end with recommendations about the use of analogy for instruction, and for future research on analogy as it relates to geoscience learning.
