ERIC Number: ED396259
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Effects of Instruction To Generate Analogies on Students' Recall of Science Text. Reading Research Report No. 60.
Glynn, Shawn M.
A study examined the role that instructions to generate analogies can play when 56 middle-school eighth-grade and seventh-grade students learn a science textbook unit. The target concept on the unit was the cell and the key features of the concept were the cell parts and their functions. Prior to studying the unit on the cell, the students received a study guide, encouraging them to read carefully in preparation for a test on the unit. The study guide explained that the test would require the students to explain, in writing, the cell to another (hypothetical) student who was unfamiliar with the cell. The students in the experimental group were additionally instructed to generate analogies when they studied and to include these analogies in their explanations; these students were also given an example analogy in their study guide. Results indicated that the students in the experimental group included more analogies in their explanations than the students in the control group. In addition, the students in the experimental groups tended to recall more cell parts and functions than the students in the control group, but these differences were not statistically significant. Findings suggest that analogy instructions have the potential to increase text recall, but instructions in future studies should be more extensive and incorporate multiple examples of analogies. (Contains 20 references and 4 tables of data.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.