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ERIC Number: ED374131
Record Type: RIE
Publication Date: 1994-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
Instructional Analogies and the Learning of Concepts.
Newby, Timothy J.; And Others
This paper describes two studies designed to examine the effect of instructional analogy training on the level of comprehension of 10 advanced physiological concepts. In the first study, 161 college students received instruction either with or without analogies. Levels of student performances were compared across three conditions: (1) concept lessons only, including definitions and examples for each concept; (2) similar concept lessons, but with an analogy included for each concept; and (3) analogy concept lessons with additional prompts guiding analogy use. In the second study, immediate and delayed comprehension of 94 college students was compared between groups receiving concept lessons with and without analogies. Results showed significantly higher scores of comprehension, both immediately and after the delayed period, for those students who had received the analogies. Moreover, students receiving analogies reported higher levels of perceived lesson enjoyment. Results are discussed in terms of the prescriptive use of analogies within instructional materials and future research possibilities. Two graphs compare performances. (Contains 75 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). For a related paper, see ED 335 000.