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KMID : 1059520100540020240
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Journal of the Korean Chemical Society
2010 Volume.54 No. 2 p.240 ~ p.247
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The Effects of the Level of Enrichment for Analogies upon Students’ Mapping and Conceptual Understanding in Concept Learning about Boyle’s Law
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Ryoo Jae-Jeong
Ryu Jeong-Eun
Paik Seoung-Hey
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Abstract
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This study investigated the effects of the level of enrichment for analogies upon students’ mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle’s Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.
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KEYWORD
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Analogy, Level of enrichment, Conceptual understanding, Mapping, Mapping error
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