1. Cognitive and metacognitive aspects in conceptual change by analogy Adviser: Ming-Puu Chen Presenter: Li-Chun Wang Mason, L. (1994). Cognitive and metacognition aspects in conceptual change by analogy. Instructional Science, 22, 157-187.

2. 2Abstract AimAim –It aimed at exploring whether students‘ successful use of analogy in learning science was related a) to the level of their understanding of a specific analogy b) to their metacognitive awareness of how the analogy was to be used and of the changes produced in their own conceptual structures. Experiment DesignExperiment Design –Qualitative investigation –Materials: Biological curriculum unit –The new concepts (human circulatory system)  similar to a familiar source (mail delivery system) By detecting all the relations between the two systems and mapping the relevant information from the source to the targetBy detecting all the relations between the two systems and mapping the relevant information from the source to the target

3. 3Abstract Learners’ preexisting mental modelsLearners’ preexisting mental models –Have been taken into account in order to examine their conceptual growth and change via the analogy ResultsResults –A high correlation between level of conceptual understanding of the new science topiclevel of conceptual understanding of the new science topic level of understanding of the analogy itselflevel of understanding of the analogy itself the effective use of analogy in integrating the new information into the preexisting conceptual structuresthe effective use of analogy in integrating the new information into the preexisting conceptual structures ImplicationsImplications –Some implications on the use of analogy for conceptual change are considered from an educational standpoint

4. 4 Introduction The literature there has developed area on the role ofThe literature there has developed area on the role of –Analogy in engendering conceptual change –Above all in science domain –The relationship between conceptual change and some aspects of metacognition –But no studies have focused on links between the three themes If analogy is introduced in the classroom to simulated knowledge restructuring in studentsIf analogy is introduced in the classroom to simulated knowledge restructuring in students –and if this process requires metacognitive competence, –then the study of the functions of analogy in promoting conceptual change should take into account the role metacognition plays in facilitating conceptual knowledge development.

5. 5 Introduction Analogies and conceptual changeAnalogies and conceptual change –Analogy is transfer of relational structure from a known domain (the source) to another fundamentally similar but less known domain (the target). –This transfer is accomplished by mapping processes through which the similarities between the two systems are detected and the relevant information on the target is inferred. In the literature there are three major theories on analogical reasoning that explain in different ways how mapping occurs:In the literature there are three major theories on analogical reasoning that explain in different ways how mapping occurs: –Componential –Structural –Pragmatic theories.

6. 6 Introduction How mapping occurs: The componential theoryHow mapping occurs: The componential theory –The componential theory identifies the different component skills underlying reasoning by analogy in the classical paradigm on solving analogies –Stemberg(1977, 1982) suggested six components which constitute analogical reasoning: (1) encoding the terms of an analogy to establish their semantic extensions; (2) inferring the relation between the two first terms (a and b); (3) mapping the relation between the first and the third term (a and c); (4) applying an analogous relation to the second term (b) to generate the solution to the analogy; (5) justifying the match of the chosen term (d); (6) making the response

7. 7 Introduction How mapping occurs: The structural theoriesHow mapping occurs: The structural theories –Proposes a system of procedures and implicit rules through which analogies are generated or understood. The structural and pragmatic theories have been elaborated to give account of analogical reasoning not in solving the classical, frequently arbitrary, analogies, but in solving problem analogies.The structural and pragmatic theories have been elaborated to give account of analogical reasoning not in solving the classical, frequently arbitrary, analogies, but in solving problem analogies.

8. 8 Introduction Many researchers highlighted the power of analogies in connecting information and in elaborating more comprehensive and integrated knowledge structures (Bransford et al. 1988; Clement 1988, 1991; Duit 1991; Glynn 1990, 1991; Klauer 1989; Prawat 1989; Ross 1989; Rumelhart & Norman 1978; Stepich & Newby 1988; Vosniadou & Ortony 1989; Weinstein & Underwood 1985). In particular, analogies were found useful for: a. the coding and organization of new knowledge; b. the access to, and the retrieval of, information previously stored in memory; c. the creation of anomalies in a conceptual network; d. the overcoming of misconceptions; e. the creation of new schemata.

9. 9 Introduction In relating the most recent and interesting research issues concerning the use of analogies, conceptual change and metacognition, it can be stated that:In relating the most recent and interesting research issues concerning the use of analogies, conceptual change and metacognition, it can be stated that: a. analogies can be powerful tools in enhancing conceptual change; b. successful analogical reasoning may also depend on the metacognitive awareness of the nature and purpose for which analogy is to be used; c. conceptual change also requires metacognitive competence as reflective knowledge on what one knows and in self-regulation while new knowledge is being developed by integrating it with the preexisting conceptions system.

10. 10Method Participants The subjects were sixty fifth graders, between the ages of 10 and 11 years Procedure (eight sessions)  Individually interviewed  the children were given an outline of the human body and asked to draw the blood journey through it  Discussions  The experimenter introduced the familiar concept (postmen’s delivery)  The experimenter told the correspondences between the mail delivery system and the human circulatory system  The experimenter pointed out all the similarities between the source and the target  Children: drawings, short written texts, free response questions, multiple choice questionnaire.

11. 11 Results 1.Understanding of analogy The levels were the following: 1. similarities between some isolated elements; 2. similarities between many elements but no clear similarity between the postman's two routes and the two blood paths, especially at the departure and arrival points; 3. similarities between many elements and clear similarity between the postman's two routes and the two blood paths; 4. clear and complete understanding of the relational structure; 5. complete understanding and recognition of where the analogy breaks down 5. Complete understand the analogy

12. 12 Results 2. Conceptual understanding of the science topic Synthetic as a product of the children’s efforts to integrate old and new information, contains some misconceptions Synthetic as a product of the children’s efforts to integrate old and new information, contains some misconceptions

13. 13 Results 3. Understanding the analogy and conceptual understanding of the topic Children who better understood the analogy, completely grasping its relational structure, reached a better understanding of the circulatory system, changing a less advanced mental model of the blood path with a more advanced one. Children who better understood the analogy, completely grasping its relational structure, reached a better understanding of the circulatory system, changing a less advanced mental model of the blood path with a more advanced one.

14. 14 Results 4. Understanding the analogy and metacognitive awareness of the analogy purpose and use This indicates that children who better grasped the relational structure of the analogy were more aware of the analogical correspondences between the two systems which led them to learn the two blood circulations. This indicates that children who better grasped the relational structure of the analogy were more aware of the analogical correspondences between the two systems which led them to learn the two blood circulations. Consequently, the analogy induced the restructuring of their own conceptions. Consequently, the analogy induced the restructuring of their own conceptions. Children who detected similarities between the two systems but not the deep structure, tended to perceive and use the analogy as a tool to understand 'local relations' in the topic. Children who detected similarities between the two systems but not the deep structure, tended to perceive and use the analogy as a tool to understand 'local relations' in the topic.

15. 15 Results 5. Conceptual understanding of the topic and metacognitive awareness of the analogy purpose and use Children who were aware of the ultimate aim of the analogy effectively assimilated it in their conceptual ecology. Children who were aware of the ultimate aim of the analogy effectively assimilated it in their conceptual ecology. Thus, they were able to integrate new information into their preexisting mental models by changing them. Thus, they were able to integrate new information into their preexisting mental models by changing them.

16. 16 Educational implications These results point to the fact thatThese results point to the fact that –analogy can be a powerful tool in teaching and learning complex concepts under certain conditions – it should be deeply understood, perceived in its meaning and instructional goal, used as an effective mean to integrate prior and new information. –in this way analogy can generate meaningful learning. –Analogical reasoning should contribute to avoid inert knowledge, by structuring functionally flexible and accessible information

17. 17 Educational implications First of all, great attention must be paid to students' mapping processes when a potential interdomain analogical source is made explicit, as they do not have to identify it, but have to understand the ways in which the new concepts are similar to the familiar source.First of all, great attention must be paid to students' mapping processes when a potential interdomain analogical source is made explicit, as they do not have to identify it, but have to understand the ways in which the new concepts are similar to the familiar source. Second, the use of analogies as personal, constructive, effective devices requires that attention be paid to those kinds of constraints.Second, the use of analogies as personal, constructive, effective devices requires that attention be paid to those kinds of constraints. Third, the effective use of analogy for knowledge restructuring is related to metaconceptual awareness in students.Third, the effective use of analogy for knowledge restructuring is related to metaconceptual awareness in students. Fourth, no analogy is perfect since every one of them breaks down at some point.Fourth, no analogy is perfect since every one of them breaks down at some point.