ERIC Number: ED284194
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: 0
Teaching Students to Solve Analogy Problems: Increasing Their Skills in Reasoning and Making Inferences.
King, Debra Ann; Glynn, Shawn M.
Because analogical reasoning plays a major role in content area reading comprehension, teachers should learn to teach analogy-solving skills and to identify the kinds of difficulties some elementary students will have in solving them. Analogies are statements of relationships wherein one term is similar to another term. Relationships in analogy problems include association, purpose, cause and effect, part to whole, part to part, action to object, object to action, synonym, antonym, place, degree, characteristic, sequence, grammatical, and numerical. Terms in analogies may be verbal or nonverbal (including numbers and figures), and there are many different forms in which the questions may appear. Solving analogies teaches students to think clearly and discriminate relevant from irrelevant material, skills which are useful in many subject areas. Teachers must carefully model analogy solving, because if students misapply strategies for solving analogies or are too novel or creative in their reasoning, they will perform poorly on tests of inference skills. Teachers should (1) show students the kinds of relationships analogies include, (2) acquaint them with the forms and types of analogies they may encounter, (3) guide them through exercises, (4) monitor their practicing, (5) encourage them to form their own analogies in the context of their reading, and (6) devise activities which promote the principal abilities that underlie intelligent behavior. This will help students do well on standardized tests and reason with more cognitive sophistication. (An appendix listing principal abilities underlying intelligent behavior and a reference section conclude the document.) (SKC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Georgia Educational Research Association and Georgia School Test Coordinators (Atlanta, GA, November 20-21, 1986).