ERIC Number: ED402556
Record Type: RIE
Publication Date: 1997
Learning from Science Text: Role of an Elaborate Analogy. Reading Research Report No. 71.
Glynn, Shawn M.
A study examined the role that an elaborate analogy can play when high school students learn a concept from a leading science textbook. The elaborate analogy had graphic and text components that integrated and mapped key features from the analogy (a factory) to the target concept (an animal cell). The target features were parts of the cell and, by association, their functions. Subjects were 72 ninth-grade students in 3 standard biology classes of an urban, public high school. The analogy increased the students' recall of the target features in the analogy, but not the other features. By mapping the features of the familiar factory schema onto those of the animal cell, the analogy presumably acted as a mediator and made the corresponding features of the animal cell more meaningful and memorable. The students did not make any errors associated with the analogy during recall; however, the students did make other errors that revealed basic misunderstandings about cells. (Contains 34 references, and 2 tables and 3 figures 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.
Grant or Contract Numbers: N/A