Relevant bibliographies by topics / Analogy Instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Analogy Instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Analogy Instruction"

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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (July 2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
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Duijn, Tina van, Simon Thomas, and Rich SW Masters. "Chipping in on the role of conscious processing during children's motor learning by analogy." International Journal of Sports Science & Coaching 14, no. 3 (April 2, 2019): 383–92. http://dx.doi.org/10.1177/1747954119841162.

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The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.
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Tse, Andy C. Y., Andus W. K. Wong, Tara L. Whitehill, Estella P. M. Ma, and Rich S. W. Masters. "Analogy Instruction and Speech Performance Under Psychological Stress." Journal of Voice 28, no. 2 (March 2014): 196–202. http://dx.doi.org/10.1016/j.jvoice.2013.03.014.

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Greenwood, Scott C. "How to Use Analogy Instruction to Reinforce Vocabulary." Middle School Journal 19, no. 2 (February 1988): 11–13. http://dx.doi.org/10.1080/00940771.1988.11494956.

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Abdullah, Hanisah, and Jeffrey Low Fook Lee. "THE EFFECTS OF ANALOGY INSTRUCTIONS ON SPRINT PERFORMANCE AND KINEMATICS." Malaysian Journal of Sport Scienceand Recreation (MJSSR) 17, no. 1 (March 15, 2021): 35. http://dx.doi.org/10.24191/mjssr.v17i1.12723.

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The purpose of this study was to examine the effects of analogy and explicit instructions on 50-m sprint performance and their running kinematics. Forty-five male Physical Education undergraduates participated in this study and were randomly divided into three groups, (i.e. analogy, explicit and control). Their sprint performances were assessed using wireless timing gate while the kinematic data was assessed by Kinovea software. The analogy group received three analogies which were “run tall”, “chin to pocket” and “claw the track” throughout the intervention sessions whereas the explicit group received “keep the body posture in an upright position and aligned, head and butt not tilting outward”, “arms should maintain a 90-degree angle at the elbow throughout the upswing as well as backswing” and “the foot landing should always be on the balls of the feet”. The control group did not receive any instruction throughout the intervention period. All participants were tested again after three weeks for the post test and retention test a week after. A 3 group x 3 tests mixed design ANOVA was used to analyze the sprinting performance whereas the kinematic data was analyzed by using one way MANOVA test. Results displayed that there was no significant difference in sprint performance among the groups. However, the post hoc test showed that the analogy group improved significantly in the post test. The kinematic data showed that both intervention groups were significantly better than the control group. This study concluded that both analogy and explicit instructions resulted in better running mechanics but only the analogy group elicited better in performance. Thus, analogy instructions are suggested to be an effective method to coach sprinters.
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Tse, Andy C. Y., Thomson W. L. Wong, and Rich S. W. Masters. "Examining motor learning in older adults using analogy instruction." Psychology of Sport and Exercise 28 (January 2017): 78–84. http://dx.doi.org/10.1016/j.psychsport.2016.10.005.

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Lam, Wing Kai, Jon P. Maxwell, and Richard Masters. "Analogy Learning and the Performance of Motor Skills under Pressure." Journal of Sport and Exercise Psychology 31, no. 3 (June 2009): 337–57. http://dx.doi.org/10.1123/jsep.31.3.337.

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The efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-relevant explicit (declarative) knowledge was assessed. The analogy and explicit learning groups performed equally well during learning and delayed retention tests. The explicit group experienced a drop in performance during a pressured transfer test, relative to their performance during a preceding retention test. However, the analogy group's performance was unaffected by the pressure manipulation. Results from PRTs suggested that both groups allocated equal amounts of attentional resources to the task throughout learning and test trials. Analogy learners had significantly less access to rules about the mechanics of their movements, relative to explicit learners. The results are interpreted in the context of Eysenck and Calvo's (1992) processing efficiency theory and Masters's (1992) theory of reinvestment.
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SEYHAN, Hatice GÜNGÖR. "The Importance of Using Analogy in Pre-school Education for Science Instruction and Examples for Analogy." Cumhuriyet International Journal of Education 4, no. 2 (June 1, 2015): 15–28. http://dx.doi.org/10.30703/cije.321366.

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Castillo, Lisa C. "The effect of analogy instruction on young children's metaphor comprehension." Roeper Review 21, no. 1 (September 1998): 27–31. http://dx.doi.org/10.1080/02783199809553922.

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Recede, Reynald Alfred Auzana, Ariel Tacluyan Capati, Rosanelia Tablico Yangco, and Mark Agustin Castro. "Metacognitive Analogy Instruction: Effects on Students’ Reflective Thinking in Learning Biology." Jurnal Pendidikan MIPA 21, no. 1 (2020): 12–21. http://dx.doi.org/10.23960/jpmipa/v21i1.pp12-21.

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Dissertations / Theses on the topic "Analogy Instruction"

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Akman, Caner. "The Effects Of Instruction With Analogy-enhanced Model On Ninth Grade Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606581/index.pdf.

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This study was conducted to investigate the effect of analogy-enhanced instruction on students&rsquo
achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The following measuring instruments were used to collect data: The Function Achievement Test, Mathematics Attitude Scale and open ended questions. The data of the present study were analyzed by using Multivariate Analysis of Variance (MANOVA) and paired t-test. Results of the study indicated that: (1) There was a significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of the function achievement, (2) there was no significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of attitudes toward mathematics, (3) there was a significant mean difference between gained scores of students received instruction with analogy-enhanced method and those received instruction with traditional method in terms of attitudes toward mathematics.
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Bobrownicki, Raymond Kenneth. "Impact of verbal instruction type on movement learning and performance : a multidisciplinary investigation of analogy and explicit instruction." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20454.

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The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.
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Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.

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This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo
logical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
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Seker, Aytul. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614212/index.pdf.

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The main purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied with analogies on eight grade students&rsquo
understanding of chemical bonding concepts. In addition, the effect of instruction on students&rsquo
attitude toward science as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Fifty eight-grade students from two classes of a science course taught by the same teacher in Bü
yü
kelç
i Nazim Belger Primary School in the 2010-2011 spring semesters participated in the study. The study included two groups which were selected randomly throughout three classes. One of the groups was defined as control group in which students were instructed by traditionally designed science instruction, while other group was defined as experimental group in which students were instructed by conceptual change texts oriented instruction accompanied with analogies. Chemical Bonding Concept Pre-Test was administered to both groups as a pre-test and Chemical Bonding Concept Post-Test was administered to both groups as a post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Towards Science as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test was used at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&rsquo
attitudes toward science as a school subject was found.
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Tamer, Ipek Puren. "Effect Of Conceptual Change Texts Accompanied With Analogies On Promoting Conceptual Change In Acid And Base Concepts." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607168/index.pdf.

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This study was conducted to compare the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditional instruction on tenth grade students&rsquo
understanding of the acid and base concepts and attitude toward science as a school subject. In addition, effect of the gender difference and science process skills on students&rsquo
understanding of acid and base concepts and effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were also investigated. Subjects of the study were fifty tenth grade students from the two chemistry classes of the same teacher from a public school at the center of Ankara. There were one experimental group and one control group. Two teaching methods used were randomly assigned to the already formed groups of the teacher. Experimental group received conceptual change oriented instruction by using conceptual change text accompanied with analogies and control group received traditional instruction over a period of four weeks. Acid and Base Conception Test and Attitude Scale Toward Chemistry were given to all groups as a pre-test and post-test. Science Process Skill Test was given to all groups at the beginning of the study to determine students'
level of science process skills. At the end of the study, interviews were hold with randomly selected experimental and control group students from the medium achievement level to get an in-dept idea about the nature of the misconceptions related with the topic. ANOVA and ANCOVA were used to test the hypotheses of the study. The results showed that establishing an analogical thinking during the course of instruction together with a conceptual change text caused a better acquisition of scientific conceptions and elimination of misconceptions related with acid and base concepts as compared to the traditional instruction. Because, the students in the experimental group taking conceptual change oriented instruction performed much better in the post-test than the students in the control group taking the traditional instruction. However, the two modes of the instruction and gender difference did not indicate a significant contribution to students&rsquo
attitude toward chemistry as a school subject. Besides, results showed that science process skills of the students'
could be a strong predictor for their achievement in acid and base concepts whereas there was no significant effect of gender difference on students&rsquo
understanding of acid and base concepts.
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Unlu, Yalcin. "The Effect Of Explicit Method Of Problem Solving Accompanied With Analogies On Understanding Of Mole Concept." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607488/index.pdf.

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ABSTRACT THE EFFECT OF EXPLICIT METHOD OF PROBLEM SOLVING ACCOMPANIED WITH ANALOGIES ON UNDERSTANDING OF MOLE CONCEPT Ü
NLÜ
, Yalç
in M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer GEBAN September 2006, 56 pages The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53 students at ninth grade level from two classes taught by the same teacher in Atatü
rk Anadolu Lycee. The study was carried out during the second semester in the 2004-2005 school year. During the treatment, students in the experimental group were instructed with explicit method of problem solving accompanied with analogies. Students in the control group studied only with traditionally designed chemistry instruction. Both groups were administered Mole Concept Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. To analyse the data, statistical techniques paired samples t-test and independent samples t-test were used in this study. Statistical analyses were carried out by using the SPSS 10.0. Results of the study showed that explicit method of problem solving accompanied with analogy instruction caused a significantly better acquisition of scientific conception related to mole concept but produced no significant positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
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Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.

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Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participantsâ protocols and, through consensus, constructed a concept map for each participant, representing that participantâ s mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p> .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p< .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participantâ s mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learnerâ s, a teacherâ s, and a researcherâ s tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learnersâ self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands.
Ph. D.
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Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.

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The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquo
understanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students. The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students&rsquo
attitudes toward chemistry as a school subject was found.
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Huff-Benkoski, Kelly. "The effects of word anology instruction on developing readers /." Diss., 1998. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9831803.

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Kuo, Fen-yu, and 郭芬玉. "A Study on the Use of Analogy in English Word Recognition Remedial Instruction." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08099221656209404510.

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碩士
國立臺南大學
教育學系課程與教學碩士班
95
The purpose of this research was to design an orthographic analogy program, and to apply the strategy for English word recognition remedial instruction. The effects of the program on improving English word recognition performance of the under-achievers in an EFL junior high school in Taiwan were also investigated. There were 13 seventh-grade students in the experimental group, and 13 seventh-grade students in the controlled group to participate in the experimental instruction for 17 classes. “English Word Recognition Test for Junior High and Elementary School Students” and “Orthographic Analogy Test” were used as test materials. All participants took a pretest and a posttest. Dependent t-test and ANCOVA were used to analyze the data. The results indicated as follows: 1. There were significant differences on Orthographic Analogy Test within the Experimental Group, within the Controlled Group, and between the two groups. 2. There were significant differences on English Word Recognition Test, reading sound subtest and meaning subtest within the Experimental Group, within the Controlled Group, and between the two groups. 3. The results of pretests and posttests in the two groups showed that the highest percentages of phoneme error patterns fall on “vowel confusion.” According to the research results, suggestions in English teaching and further research were provided.
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Books on the topic "Analogy Instruction"

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D, Wagoner James, ed. Analog electronic music techniques. New York, NY: Schirmer Books, 1985.

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Naumann, Joel. Analog electronic music techniques: In tape, electronic, and voltage-controlled synthesizer studios. New York: Schirmer Books, 1985.

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Shih, Keh-Gong. Picture mathematics for school education. Hong Kong: Wise Lynn, 1996.

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Strange, Allen. Electronic music: Systems, techniques, and controls. New York: McGraw-Hill, Primis Custom Publishing, 1997.

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Anderson, James A. After Digital. Oxford University Press, 2018. http://dx.doi.org/10.1093/acprof:oso/9780199357789.001.0001.

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We are surrounded by digital computers. They do many things well that humans do not and have transformed our lives. But all computers are not the same. Although digital computers dominate today’s world, alternative ways to “compute” might be better and more efficient than digital computation when mechanically performing those tasks, important to humans, that we think of as “cognition.” Cognition, after all, was originally developed to work with our own specific biological hardware. Digital computers require elaborate detailed instructions to work; they are flexible but not simple. Analog computers are designed to do specific tasks. They can be simple but not flexible. Hardware matters. The book discusses two classic kinds of computer, digital and analog, and gives examples of their history, functions, and limitations. The author suggest that when brain “hardware,” with its associated brain “software” work together, it could form a computer architecture that would be useful for the efficient performance of cognitive tasks. This book discusses the essentials of brain hardware—in particular, the cerebral cortex, where cognition lives—and how cortical structure can influence the form taken by the computational operations underlying cognition. Topics include association, understanding complex systems through analogy, formation of abstractions, and the biology of number and its use in arithmetic and mathematics. The author introduces novel “brain-like” control mechanisms: active associative search and traveling waves. There is discussion on computing across scales of organization from single neurons to brain regions containing millions of neurons.
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Lysaker, John T. A First Listen, or Through a Glass Lightly. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190497293.003.0002.

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Chapter 1: Chapter 1 argues that Music for Airports organizes the activity of sounds outside of traditional musical orders. Because it avoids phenomena like keys, rhythm, or harmonic relation, it requires fresh ears. Exercises in “close listening” then follow, attending to each of the album’s four tracks. Because the sounds relate to each other in a free, juxtaposed manner, each track has the feel of a painting. But their temporal dimension shows the limit of that analogy. As each track is interpreted, so too are the odd scores that adorn the back of Eno’s album. Because they do not provide instructions for performers, they are better regarded as hints for the listener.
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Hypertext Und Analoge Wissensreprasentation: Wie Texte Zu Bildern Und Bilder Zu Texten Werden (Europaische Hochschulschriften: Reihe 41, Informatik). Peter Lang Publishing, 2003.

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Naumann, Joel, and James D. Wagoner. Analog Electronic Music Techniques: In Tape, Electronic, and Voltage-Controlled Synthesizer Studios. Schirmer Books, 1986.

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Naumann, Joel, and James D. Wagoner. Analog Electronic Music Techniques: In Tape, Electronic, and Voltage-Controlled Synthesizer Studios. Schirmer Books, 1986.

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Redstone, Ilana, and John Villasenor. Unassailable Ideas. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190078065.001.0001.

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Colleges and universities in the United States play a profoundly important role in American society. Currently, that role is being hampered by a climate that constrains teaching, research, hiring, and overall discourse. There are three core beliefs that define this climate. First, any initiative framed as an antidote to historical societal ills is automatically deemed meritorious, and thus exempted from objective scrutiny of its potential effectiveness. However, to use a medical analogy, not all proposed cures for a disease are good cures. Second, all differences in group-level outcomes are assumed to be due entirely to discrimination, with little tolerance given to exploring the potential role of factors such as culture or preferences. Third, everything must be interpreted through the lens of identity. Non-identity-centered perspectives, regardless of how worthy they might be, are viewed as less legitimate or even illegitimate. All of these beliefs are well intentioned and have arisen in response to important historical and continuing injustices. However, they are enforced in uncompromising terms through the use of social media, which has gained an ascendant role in shaping the culture of American campuses. The result is a climate that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching. The book explains these three beliefs in detail and provides an extensive list of case studies illustrating how they are impacting education and knowledge creation—and increasingly the world beyond campus. The book also provides a detailed set of recommendations on ways to help foster an environment on American campuses that would be more tolerant of diverse perspectives and open inquiry. A note about Covid-19: While the production of this book was done in spring and summer of 2020, we completed the manuscript in 2019, well before the Covid-19 pandemic shuttered American college campuses in March 2020. To put it mildly, the dynamics of campus discourse are very different when dorms have been largely emptied and instruction has been moved to Zoom. Of course, at present we cannot know when students will be able to return to campus in significant numbers. That said, we are confident that our call for a culture of more open discourse in higher education will remain relevant both during the pandemic and after it has passed.
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Book chapters on the topic "Analogy Instruction"

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Brna, Paul, and David Duncan. "The Analogical Model-based Physics System: A workbench to investigate issues in how to support learning by analogy in physics." In Computer Aided Learning and Instruction in Science and Engineering, 331–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022623.

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Bruderer, Herbert. "Operating Instructions." In Milestones in Analog and Digital Computing, 859–926. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40974-6_19.

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Sunter, Steve. "IEEE 1149.4 Architecture and Instruction Set." In Analog and Mixed-Signal Boundary-Scan, 39–60. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-4499-6_3.

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del Río, A., and A. Rodríguez. "3D-Schema: An intuitive model for analog circuits instruction." In Computer Aided Learning and Instruction in Science and Engineering, 356–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022626.

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McKenny, Gerald. "Ethical Reflection and Instruction." In The Analogy of Grace, 225–87. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199582679.003.0007.

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"Explanation, Analogy, and Transfer in an Intelligent Tutoring System Paradigm." In Intelligent Instruction Computer, 77–96. Routledge, 2013. http://dx.doi.org/10.4324/9780203056257-8.

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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." In Professional Advancements and Management Trends in the IT Sector, 95–108. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0924-2.ch007.

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
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"Similarity and analogy in development, learning, and instruction." In Similarity and Analogical Reasoning, 367–68. Cambridge University Press, 1989. http://dx.doi.org/10.1017/cbo9780511529863.018.

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Warner, Fawn. "The Journey into Distance Learning." In Videoconferencing Technology in K-12 Instruction, 35–51. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch001.

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This chapter presents an overview of videoconferencing technology in K-12 instruction from the perspective of a program (content) provider. The chapter provides an overview of the development process, issues and challenges, and future goals of a distance learning program which provides lessons to K-12 classrooms across the country. Specific topic areas include technology and equipment, establishing partnerships, working with K-12 school districts and educators, expanding a program, and staffing needs. Using the analogy of a road trip, the author takes us on a journey through the development, piloting, and use of a distance education videoconferencing program and how it is now being sustained and enhanced.
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Allchin, Douglas. "A More Fitting Analogy." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0013.

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In our culture no one needs a biology class to learn about “survival of the fittest.” Yet one might need instruction to unlearn the misconceptions engendered by the analogy’s potent imagery. In popular perspectives, this single phrase conjures images of humans—however civilized—as brutish organisms vying for jobs, status, and power. Maybe they also compete for prime mates. The language of “survival” resonates with “survivor” contests on television: “Outwit. Outplay. Outlast.” Mention of the “fittest” implies that physical “fitness” and athletic prowess are ideals. At the same time, the extremeness of reference to only the “fittest” implies that a human’s fate seems to be life versus death, fit versus unfit, winning versus losing. In all, cooperation and coexistence give way to warfare, conflict, and backstabbing gossip: “society, red in tooth and claw,” to adapt Tennyson’s phrase. Mostly, life reduces to competition. Cutthroat competition. Through just one expression, all these interpretations seem to have a biological basis. None of them are scientifically justified. “Survival of the fittest” is not a neutral phrase, idly describing natural selection. Instead, through unintended metaphors the language fosters major misconceptions. One might hope to remedy these many confusions. But how? “Survival of the fittest” seems to describe both organic evolution and human culture. So first, one must carefully distinguish the processes of each, functioning at different levels (essay 6). Second, one needs to understand how ideology can be unduly naturalized (or improperly inscribed in “nature”). The phrase was never purely descriptive. It expressed cultural values (essay 7). Even with both these pitfalls resolved, however, problems may persist because of the very language itself. The connotations of the phrase seem inescapable. Here, I consider the misconceptions latent in each individual term: “survival” and “fit”—as well as the “-est” suffix. That may help us craft a more fitting analogy or catchphrase to describe natural selection. Consider first the implications of the word “survival.” What matters to evolution is differences in survival rate at a population level. Differential survival leads to differential reproduction, the essence of natural selection.
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Conference papers on the topic "Analogy Instruction"

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Gupta, Gopal, Pawan Saxena, and Sanjay K. Singh. "Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13115.

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In the analogy-based learning method we map a concept that is being learned to a well-understood concept. An analogy is mainly useful when learners lack prior knowledge of the topic being learned. Computer Science (CS) is a subject whose concepts tend to be highly abstract and therefore difficult for undergraduate students to understand. Analogy-based instruction can greatly reduce a student’s burden of learning these abstract CS concepts. Role of analogy in teaching CS topics has not been adequately explored. In this paper we discuss analogy-based instruction in computer science and its advantages. Over the last decade we have developed analogies for a large number of difficult CS concepts and extensively used them in the classroom at our institution. We list these analogies and as an illustration discuss one of them (from the subfield of operating systems) in detail. We also present the evaluation of our analogy-based instruction method. Our results indicate that our techniques are quite effective in improving student learning outcomes.
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Nicaise, Fabien, and Erik K. Antonsson. "Indirect Encoding of Structures for Evolutionary Design." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35307.

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The use of Evolutionary Computations (EC’s) has become one of the primary methods in the field of automated design synthesis. The overwhelming majority of EC’s in use today use a direct encoding, where an individual is described by its gene string. This means that every engineering domain must create its own encoding scheme, making implementation in new fields difficult and slow. Additionally, direct encoding does not produce symmetry or modularity, unless these attributes are written into the encoding scheme ab initio. Direct encoding, however, is not the way that genetic information is used in biological evolution. In nature, each DNA string (genotype) is composed of instructions or rules on how an individual should grow and develop. This has provided nature with a wide array of evolved solutions, based on simple coding blocks. This paper presents a method of indirect (rules-based) encoding for an EC based on the biological analog of development: the gene string no longer describes the individual, but rather contains an instruction set on how to generate the individual. This allows for additional elements to be added by modifying the rule set, rather than re-composing the entire genetic structure. Indirect encoding also can have a built-in response to the environment, and is therefore able to adapt more readily to dynamic situations. Examples are shown to demonstrate the rule-set and its adaptability.
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Jumpertz, R., D. Muigg, R. Oberhuber, W. Ploss, T. Chatterjee, and J. Trogolo. "Voltage Regulator Output Shifts Due to Systematic Oxide Non-Uniformities: Failure Analysis, Layout and Process Solutions." In ISTFA 2004. ASM International, 2004. http://dx.doi.org/10.31399/asm.cp.istfa2004p0512.

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Abstract High volume productions of analog devices require usually more than one production facility. These facilities could be part of the company or in a foundry organization. A smart technology transfer is a key requirement to success. Nevertheless, small deviations of parametric key indices can lead to substantial differences in analog device performance. This paper describes an instructive case study to isolate the root cause of a parametric shift of a low drop output (LDO) voltage regulator. This shift caused a significant yield loss in one of the production facilities. The LDO shift was traced back to a current mirror mismatch. Physical failure analysis shows small differences in the gate oxide thickness which consequently vise versa led to threshold voltage mismatch. Further process analysis identified an unwanted topography in the silicon surface as the root cause of the non-uniform gate oxide growth.
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Yip, T. Gary, and Dennis Loh. "Design of a Flexible Data Acquisition and Control System." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/cie1995-0836.

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Abstract Automatic data acquisition and control have become an indispensable part of engineering but many data acquisition and control equipments remain relatively inflexible and cumbersome for most engineering applications. Hence, engineers often need to custom design and build their data acquisition and control system to support their in-house automatic testing and monitoring equipment. This project investigates the design fundamentals and guidelines in setting up a flexible data acquisition and control system. A flexible data acquisition and control system (FDACS) is defined as one which possesses such characteristics as the ease of implementation, the ease of upgrading system’s capability (e.g. data volume and control channels) and the ability for information sharing. An experimental data acquisition system is used as the platform to facilitate the study. It consists of an IBM compatible personal computer, a remote host microprocessor and seven signal processors. Using this implementation, the system is able to provide up to 28 digital I/O lines, 28 analog input lines, 42 digital output lines and an average execution time per instruction of 1 ms.
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Sverdlov, Vyacheslav V., and Alexey V. Sverdlov. "Experience in Modelling the Zaporozh’ye Nuclear Power Plant Using RELAP5." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22144.

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Unit 5 of the Zaporozh’ye Nuclear Power Plant (ZNPP5), equipped with a VVER-1000/320 4-loop reactor, has been modelled in detail using the RELAP5/MOD3.2 thermal-hydraulic system code (Ref. 1). The 4-loop model affords a fidelity with ZNPP5 in terms of the system geometry such as the point of emergency core cooling (ECC) injection, for example. Both the reactor vessel and steam generators were nodalized in a quasi 3-dimensional (3-D) fashion thus allowing to capture asymmetric effects in the main reactor system components and realistic heat transfer distribution in the steam generators. Besides its use for accident analysis, the present model is intended to closely simulate operational events such as pre- and post calculations of anticipated transients and tests. At present, the model is used to support justification of the new — symptom-oriented — set of emergency operating instructions. ZNPP5 makes use of both digital and analog controls. They have been modelled in the RELAP5 model allowing to analyse in detail workings of various plant equipment. The present model was validated using three ZNPP5 transient events.
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Purnamawati, Purnamawati. "Developing a Design of an Analog Electronics Practice Instruction as an Effort to Improve the Professionalism of Prospective Vocational Teachers." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.35.

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Sasao, Eiji. "The Long-Term Stability of Geological Environments in the Various Rock Types in Japan From the Perspective of Uranium Mineralization." In ASME 2010 13th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2010. http://dx.doi.org/10.1115/icem2010-40039.

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Long-term stability of the geological environment is one of the important keys for deep geological disposal of high-level radioactive waste in the Japanese Islands due to their location in a tectonically active island-arc. Uranium occurrences in Japan have been subjected to many geological processes inherent to the island-arc setting. Geological environments associated with uranium mineralization are considered favorable for HLW disposal, because uranium mineralization is considered a natural analogue of the radionuclides in HLW. Studies on the long-term stability of the uranium mineralization in Japan can be instructive as these could provide useful information on the long-term stability of the geological environment. Information on host rock and mode of occurrence of uranium mineralization was compiled from published data. The mineralization occurs in these types of deposits, i.e., sedimentary formations, association with metallic ore mineralization of magmatic origin and stratiform manganese mineralization, pegmatite, and alluvial placer deposit. The mineralization occurs in various geological settings in Japan. This fact suggests that geological environments suitable for geological isolation are widely distributed in the Japanese Islands, despite their location in a geologically active area. This study will support building confidence in HLW disposal in the Japanese Islands.
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