Journal articles: 'Analogy Instruction'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Brown, Kathleen J., Gale M. Sinatra, and Janiel M. Wagstaff. "Exploring the Potential of Analogy Instruction to Support Students' Spelling Development." Elementary School Journal 97, no. 1 (September 1996): 81–99. http://dx.doi.org/10.1086/461850.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Ehri, Linnea C., Eric Satlow, and Irene Gaskins. "Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers." Reading & Writing Quarterly 25, no. 2-3 (March 25, 2009): 162–91. http://dx.doi.org/10.1080/10573560802683549.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Meier, Christopher, Janina Fett, and Bernd Gröben. "The influence of analogy instruction and motion rule instruction on the learning process of junior tennis players." German Journal of Exercise and Sport Research 49, no. 3 (May 22, 2019): 291–303. http://dx.doi.org/10.1007/s12662-019-00589-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Shahani, Vijay M., and Jodie Jenkinson. "The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry." Chemistry Education Research and Practice 17, no. 2 (2016): 417–28. http://dx.doi.org/10.1039/c5rp00194c.

Full text

Abstract:

We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes to potential energy curves in real time. A pre-test/post-test evaluation provided insight into the impact the formulation of an analogy system can have on understanding. Students modified written descriptions to include new details in accordance to the structure-mapping theory of analogies. However, students failed to correct visual descriptions of energy wells. The failure of participants to apply key concepts after using the interactive and animated analogy systems highlights the importance of designing for education.

APA, Harvard, Vancouver, ISO, and other styles

15

Silva, Susana, Carolina Dias, and São Luís Castro. "Domain-Specific Expectations in Music Segmentation." Brain Sciences 9, no. 7 (July 17, 2019): 169. http://dx.doi.org/10.3390/brainsci9070169.

Full text

Abstract:

The acoustic cues that guide the assignment of phrase boundaries in music (pauses and pitch movements) overlap with those that are known for speech prosody. Based on this, researchers have focused on highlighting the similarities and neural resources shared between music and speech prosody segmentation. The possibility that music-specific expectations add to acoustic cues in driving the segmentation of music into phrases could weaken this bottom-up view, but it remains underexplored. We tested for domain-specific expectations in music segmentation by comparing the segmentation of the same set of ambiguous stimuli under two different instructions: stimuli were either presented as speech prosody or as music. We measured how segmentation differed, in each instruction group, from a common reference (natural speech); thus, focusing on how instruction affected delexicalization effects (natural speech vs. transformed versions with no phonetic content) on segmentation. We saw interactions between delexicalization and instruction on most segmentation indices, suggesting that there is a music mode, different from a speech prosody mode in segmentation. Our findings highlight the importance of top-down influences in segmentation, and they contribute to rethinking the analogy between music and speech prosody.

APA, Harvard, Vancouver, ISO, and other styles

16

Vogelaar, Sweijen, and Resing. "Gifted and Average-Ability Children’s Potential for Solving Analogy Items." Journal of Intelligence 7, no. 3 (August 27, 2019): 19. http://dx.doi.org/10.3390/jintelligence7030019.

Full text

Abstract:

Analogical reasoning is assumed to play a large role in learning and problem solving in everyday and school settings. It was examined whether a newly developed dynamic test of analogical reasoning would be sufficiently difficult for identifying young gifted children’s potential for solving analogies. The study included 74 gifted (n = 31) and average-ability (n = 43) children between 7 and 8 years old. Employing a pre-test–training–post-test format, in which half of the children received a graduated prompts training and the other half received a control task between pre-test and post-test, it was investigated (1) whether trained children would improve more in accuracy from pre-test to post-test than their untrained peers, and whether (2) gifted and average-ability children would demonstrate differences in their level of improvement from pre-test to post-test, and (3) their needs for instruction during training. The results indicated that dynamically tested children improved more than those in the control condition. In addition, the dynamic test seemed sufficiently difficult for the gifted children: regardless of whether they were trained, gifted children demonstrated superior accuracy scores than their average-ability agemates at pre-test and post-test, but similar levels of improvement. They were also found to need fewer instructions during training.

APA, Harvard, Vancouver, ISO, and other styles

17

Masterson, Julie J., and Christine D. Perrey. "Training Analogical Reasoning Skills in Children With Language Disorders." American Journal of Speech-Language Pathology 8, no. 1 (February 1999): 53–61. http://dx.doi.org/10.1044/1058-0360.0801.53.

Full text

Abstract:

The benefit or effects of direct training of analogical reasoning was examined in school-aged children with language disorders. Analogy training was divided into two phases. The first phase consisted of direct instruction in the componential processes of analogical reasoning, and the second phase included bridging activities incorporated into school curriculum and life-skill situations. The performance of the trained children was compared to the performance of a control group of peers with language disorders, matched for mental age. There was a significant positive effect for training on students’ performance on verbal analogy problems.

APA, Harvard, Vancouver, ISO, and other styles

18

Bobrownicki, Ray, Alan C. MacPherson, Dave Collins, and John Sproule. "The acute effects of analogy and explicit instruction on movement and performance." Psychology of Sport and Exercise 44 (September 2019): 17–25. http://dx.doi.org/10.1016/j.psychsport.2019.04.016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Orgill, MaryKay, Thomas J. Bussey, and George M. Bodner. "Biochemistry instructors' perceptions of analogies and their classroom use." Chemistry Education Research and Practice 16, no. 4 (2015): 731–46. http://dx.doi.org/10.1039/c4rp00256c.

Full text

Abstract:

Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

APA, Harvard, Vancouver, ISO, and other styles

20

Malakoff, Marguerite E. "The effect of language of instruction on reasoning in bilingual children." Applied Psycholinguistics 9, no. 1 (March 1988): 17–38. http://dx.doi.org/10.1017/s0142716400000436.

Full text

Abstract:

ABSTRACTThe effect of language of instruction on verbal reasoning of balanced bilingual children was investigated. Subjects were 36 sixth-grade French-English bilinguals who were receiving primary instruction in either French or English. Eight types of verbal analogies were created by varying the language of the analogy stem (French or English), the language of the analogy solution (French or English), and level of difficulty (easy or hard). The primary analysis was conducted through ANOVA with program type as between-subjects variable and item types as repeated measures factors. The results showed a significant interaction between language of instruction and language of presentation. In addition, there were different language effects for the two groups. The introduction of the noninstructional language (French) had a significant effect on the mean response time of the English Language Program Group at both levels of difficulty. The French Language Program Group showed a more complex pattern of results: there was a statistically significant advantage for the All-English items as compared with the All-French items on the easy analogies but a trend towards poorer performance upon introduction of English on the hard analogies. These results are discussed in terms of the differences between the two groups of subjects and the effect of academic experience on language-related thought processes and fluency. The distinction between contextualized and decontextualized language is also discussed.

APA, Harvard, Vancouver, ISO, and other styles

21

Chinaka, Taurayi Willard. "The Effect of ‘box-and-bead’ Analogy versus Retrieval-based Learning on Retention in Chemical Kinetics among First-Year Chemistry Students." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 300–315. http://dx.doi.org/10.26803/ijlter.20.5.17.

Full text

Abstract:

The study examined the effects of the box-and-bead analogy versus retrieval-based learning on students’ retention and performance in chemical kinetics among first-year chemistry students. A purposive sampling technique was used to sample participants from the accessible population. The sample was made of two hundred and forty-five (n = 245) first-year chemistry students, at a public university, in South Africa. The study adopted a sequential explanatory research design. A chemical kinetics retention test (CKRT) was used for data collection as pre-, post-test and delayed post-test. A reliability coefficient of 0.73 was established using the Kuderson and Richardson correlation moment coefficient. Participants in the two groups were taught using an advanced retrieval instruction approach and the box-and-bead analogy. The results of the study showed no statistical difference in the retention of procedural knowledge and a statistical difference in conceptual knowledge. Overall, students taught using advanced retrieval performed better than the other group. The study underlines the fact that analogy-based instruction can be effective in improving conceptual knowledge using concrete analogues that aid in the retention of chemical kinetics. The findings of this study are diagnostic and they assist module designers in determining the procedural and conceptual knowledge in chemical kinetics retained by students, even after years have passed.

APA, Harvard, Vancouver, ISO, and other styles

22

van Duijn, Tina, Hamish Crocket, and Rich S. W. Masters. "The role of instruction preference in analogy learning: Brain activity and motor performance." Psychology of Sport and Exercise 47 (March 2020): 101615. http://dx.doi.org/10.1016/j.psychsport.2019.101615.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

GOSWAMI, USHA, and MARTIN EAST. "Rhyme and analogy in beginning reading: Conceptual and methodological issues." Applied Psycholinguistics 21, no. 1 (March 2000): 63–93. http://dx.doi.org/10.1017/s0142716400001041.

Full text

Abstract:

Goswami and Bryant (1990) proposed a theory of reading development based on three causal connections. One of these causal connections was based on the relationship between rhyming skills and reading development found in English. To explain this connection, they suggested that young readers of English used analogies based on rimes as one means of deciphering the alphabetic code. This proposal has recently become the subject of some debate. The most serious critique has been advanced by Seymour and his colleagues (Duncan, Seymour, & Hill, 1997; Seymour & Duncan, 1997; Seymour & Evans, 1994). These authors reported a series of studies with Scottish schoolchildren which, they claim, show that progression in normal reading acquisition is from a small unit (phonemic) approach in the initial stage to a large unit (rime-based) approach at a later stage. Two experiments are presented which replicate those conducted by Seymour and his group with samples of English schoolchildren. Different results are found. It is argued that methodological and instructional factors may be very important for the conceptual interpretation of studies attempting to pit “small” units (phonemes) against “large” units (onsets and rimes) in reading. In particular, it is necessary to consider whether a given phonological awareness task requires the recognition of shared phonological segments (“epilinguistic” processing) or the identification and production of shared phonological segments (metalinguistic processing). It is also important to take into account the nature of the literacy instruction being implemented in participating schools. If the phonological aspects of this tuition focus solely on phonemes (small units), then poor rime-level (large unit) performance may be found in metalinguistic tasks.

APA, Harvard, Vancouver, ISO, and other styles

24

Syafe'i, Isop. "IMPLEMENTASI MEDIA BAHASA DALAM PEMBELAJARAN MAHĀRAT AL-KALĀM BERDASARKAN FUNGSI MEDIA PEMBELAJARAN MENURUT KEMP DAN DAYTON." TSAQOFIYA Jurusan Pendidikan Bahasa Arab IAIN Ponorogo 2, no. 2 (October 5, 2020): 44–59. http://dx.doi.org/10.21154/tsaqofiya.v2i2.19.

Full text

Abstract:

The purpose of this study was (1) to find out the language media in Mahārat al-Kalām learning (2) to find out the function of learning media according to Kemp and Dayton (3) to find out the language media in learning Mahārat al-Kalām Tsanawiyah Madrasah based on the function of instructional media according to Kemp and Dayton. This study uses a descriptive method with a qualitative approach, the researcher as a key instrument, data analysis is inductive, and the results of the study emphasize the meaning rather than the generalization of objects. Data collection techniques used were observation, in-depth interviews, and documentation. The findings of this study are: First, the language media that can be used by teachers in learning Mahārat al-Kalām are: Analogy, Antonyms, Synonyms, Give examples, Direct instruction, repeating words and sentences, and question and answer. Second, the function of learning media according to Kemp and Dayton, namely: motivating interests and actions, presenting information, and giving instructions. Third, there is a significant relationship between language media and the function of learning media according to Kemp and Dayton, so that it can be known the steps of learning by using language media in learning Mahārat al-Kalām.

APA, Harvard, Vancouver, ISO, and other styles

25

Tse, Andy C. Y., Andus W.-K. Wong, Estella P.-M. Ma, Tara L. Whitehill, and Rich S. W. Masters. "Influence of Analogy Instruction for Pitch Variation on Perceptual Ratings of Other Speech Parameters." Journal of Speech, Language, and Hearing Research 56, no. 3 (June 2013): 906–12. http://dx.doi.org/10.1044/1092-4388(2012/12-0051).

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Wang, Cui Xiang. "Pluralistic Teaching Practice in Probability Theory and Mathematical Statistics." Advanced Materials Research 268-270 (July 2011): 692–96. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.692.

Full text

Abstract:

Based on the author’teaching practice, this paper introduced some learning and experience from teaching in Probability Theory and Mathematical Statistics. The main content includes five aspect as follows：Integrate with historical backgrounds and inspire the passion of students,Apply ways of induction and analogy in order to deepen the comprehension of conceptions, Combine theory teaching and modeling teaching, Highlight the applied background of fundamental conceptions in class,Utilize computer aided instruction and visualize abstract content, etc.

APA, Harvard, Vancouver, ISO, and other styles

27

Koedijker, Johan M., Jamie M. Poolton, Jonathan P. Maxwell, Raôul R. D. Oudejans, Peter J. Beek, and Rich S. W. Masters. "Attention and time constraints in perceptual-motor learning and performance: Instruction, analogy, and skill level." Consciousness and Cognition 20, no. 2 (June 2011): 245–56. http://dx.doi.org/10.1016/j.concog.2010.08.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

McGrath, Diane. "Programming and Problem Solving: Will Two Languages Do it?" Journal of Educational Computing Research 4, no. 4 (November 1988): 467–84. http://dx.doi.org/10.2190/nqmu-9aed-rdd7-4r5n.

Full text

Abstract:

High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students receiving the problem-solving intervention in their first programming language course improved ( p < .05) on the use of the biconditional and on creative problem solving. Students learning a second language were significantly better at debugging ( p < .05) than those learning only a first language. Suggestions are made for further research.

APA, Harvard, Vancouver, ISO, and other styles

29

Sidney, Pooja G., and Clarissa A. Thompson. "Implicit Analogies in Learning: Supporting Transfer by Warming Up." Current Directions in Psychological Science 28, no. 6 (September 9, 2019): 619–25. http://dx.doi.org/10.1177/0963721419870801.

Full text

Abstract:

Analogies between old and new concepts are common during classroom instruction. Previous transfer studies focused on how features of initial learning guide later, spontaneous transfer to new problem solving. We argue for a shift in the focus of analogical-transfer research toward understanding how to best support analogical transfer from previous learning when children are engaged in new learning episodes. Such research may have important implications for teaching and learning in mathematics, which relies heavily on analogies between old and new information. Some existing research promotes supporting explicit connections across old and new information within an analogy. Alternatively, we argue that teachers can invite implicit analogical reasoning through warm-up activities designed to activate relevant prior knowledge. Warm-up activities close the transfer space between old and new learning without additional direct instruction.

APA, Harvard, Vancouver, ISO, and other styles

30

ANDERSON, JILL. "“Be Up and Doing”: Henry Wadsworth Longfellow and Poetic Labor." Journal of American Studies 37, no. 1 (April 2003): 1–15. http://dx.doi.org/10.1017/s0021875803006972.

Full text

Abstract:

In the summer of 1838, Henry Wadsworth Longfellow, then the Smith Professor of Modern Languages at Harvard, opened his public lectures on “Literature and Literary Life” by stating that he would be considering “Authors as Artists.” Asking that his auditors “Think not that thus I degrade the Poet's high vocation into a base handicraft,” Longfellow explained:It was with no sarcastic meaning that the Icelanders of old called the Poet a Rhyme-Smith. He is God's workman; and amid the smoke and sparks about him, on his sound anvil forges the broad shield of Truth and weapons of her warfare.Longfellow offered an analogy between poet and smith which hinged on conscious effort and on the service provided by the tangible products of that labor. Poems were “forged” objects, artifacts consciously produced by “God's workman.” Two years later, in autumn 1840, Longfellow composed “The Village Blacksmith”; the poem concluded:Thus at the flaming forge of lifeOur fortunes must be wrought;Thus on its sounding anvil shapedEach burning deed and thought.By 1840, Longfellow no longer explicitly identified the poet's labor with the active work of the blacksmith. Having witnessed or imagined a blacksmith at work, Longfellow organized his impressions into “The Village Blacksmith,” which presented a particular interpretation of those perceptions – the moral of the poem – for the instruction of its readers. The analogy between the poet and smith turned only on the lesson that the fact of each man's labor could provide to others. The poet was no longer a Rhyme-Smith; instead, he was an instructor who created abstract moral imperatives rather than tangible products.

APA, Harvard, Vancouver, ISO, and other styles

31

Jeong, Yeo-Jin, Seung-Hyeon Gim, and Kyu-Whan Woo. "The Effect of “Analogy Instruction through Play” - Focused on Regularities in the Material World in Year 9 Science -." Journal of Curriculum and Evaluation 9, no. 1 (June 2006): 363–80. http://dx.doi.org/10.29221/jce.2006.9.1.363.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

No, Tae-Hui, Gyeong-Sun Kim, Eun-Gyu Choe, and Jeong-Ho Cha. "The Effect of an Instruction Using Generating Analogy on Students’ Conceptual Understanding in Middle School Science Concept Learning." Journal of the Korean Chemical Society 50, no. 4 (August 20, 2006): 338–45. http://dx.doi.org/10.5012/jkcs.2006.50.4.338.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Zeniya, Hatsuho, and Hideyuki Tanaka. "Effects of different types of analogy instruction on the performance and inter-joint coordination of novice darts learners." Psychology of Sport and Exercise 57 (November 2021): 102053. http://dx.doi.org/10.1016/j.psychsport.2021.102053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Sakho, Ibrahima. "« Principe 7 » De La Pédagogie, Effet Zeeman-Effet Prérequis, Architecture Pyramidale Du Système Lmd: Mise En Œuvre D’une Pédagogie Discriminatoire Pour Un Enseignement De Qualité." European Scientific Journal, ESJ 14, no. 24 (August 31, 2018): 159. http://dx.doi.org/10.19044/esj.2018.v14n24p159.

Full text

Abstract:

In this work, we demonstrate by analogy with the quantified levels of atomic systems, that the levels of education from elementary to Superior are "quantified". The transition of a learner from one level of instruction to another is analogous to an electronic transition between atomic levels. The notions of ground state, excited states and ionized state of atomic systems have their equivalents in the school and university systems. It is demonstrated in this work that the number 7 is revealed in all countable elements of an educational system. This leads to the statement of the "principle 7 " of pedagogy. Thus, there are 7 levels of instruction or teaching-learning in the elementary, 7 levels at the middle-level and 7 levels of teaching-learning at the higher level. In addition, there are 7 degrees, 7 hours of work of the learner in the school space. The application of "Principle 7 of pedagogy" to the determination of the number of classes per cycle and the number of students per classroom is discussed. Moreover, it is shown in this work, that the Pauli Exclusion Principle allows to account for the correct occupation of the tablesbenches by the learners and that and the indiscernibility principle of the particles accounts for the necessity of the wearing school clothes. By analogy with the Zeeman Effect, it is shown that all levels of teaching-learning are degenerate. The lifting of degeneration by "Prerequisite Effect" highlights the need to put into practice a discriminatory pedagogy for quality education at the elementary level as well as at the higher level. Finally, it is demonstrated by analogy with the tightening of the atomic levels with the increase of the principal quantum number, that the architecture of the LDM must have the appearance of a pyramid, the base being constituted by the level License and the summit by the PhD level. Moreover, the increase in the number of 180/120/180 credits does not follow the pyramidal architecture of the LMD and that it should mathematically decrease according to the ratio L / M = M / D = 3/2; which corresponds to the 180/120/80 pyramidal progression. If a credit corresponds to 20 hours of work in L and M, it should correspond to 45 hours of work in D.

APA, Harvard, Vancouver, ISO, and other styles

35

Parker, Michael. "Teaching Cell Biology through Stories: Marvels of the (Squabbling) Cell." American Biology Teacher 78, no. 9 (November 1, 2016): 774–75. http://dx.doi.org/10.1525/abt.2016.78.9.774.

Full text

Abstract:

Like a fissionable isotope, knowledge has a half-life. Fortunately, teachers can craft information in ways that can change the nuclear heart of subject matter to ensure interest, linkage, and retention, all through the telling of a good story. Taking students' existing knowledge and background into account to carefully craft appropriate analogy-integrated stories, key concepts and information can be rendered familiar, accessible, engaging, and enjoyable. “The Marvels of the (Squabbling) Cell” is an example story that employs anthropomorphosis to convey general cell biology in a lighthearted manner in which personal experience and social rules enable a deeper understanding of complex biological subject matter. Equally important, the story lives in students as a conceptual landmark that remains in view during instruction.

APA, Harvard, Vancouver, ISO, and other styles

36

Nguyen, Kim Hong. "Contemporary Fascism’s de-Judified Homo Sacer." Cultural Politics 11, no. 3 (November 1, 2015): 315–28. http://dx.doi.org/10.1215/17432197-3341924.

Full text

Abstract:

This article argues that representations in popular culture of the Holocaust of World War II are being used to reframe issues of racism in the United States. It critically examines three major discourse formations: contemporary Western thought on fascism, critical scholarship on the US collective memory of the Holocaust, and popular culture’s use of the Holocaust for racial instruction. The Americanization and de-Judification of the Holocaust shows how fascist racism is constructed through institutional discourses and practices and functions as an archetype for understanding race and racism in the United States. Exploring the emergence of Holocaust references in US public culture following Barack Obama’s election, this article proposes that the analogy gains its efficacy because the Americanization of the Holocaust articulates the relationship between institutional practices and race for racist whites.

APA, Harvard, Vancouver, ISO, and other styles

37

권미경, 임성만, and Chun Jaesun. "Development and Application of the Instruction Program for the ‘Defense Action' Chapter in Life ScienceⅠUtilizing Student Generated Role-Playing Analogy." BIOLOGY EDUCATION 41, no. 1 (March 2013): 97–118. http://dx.doi.org/10.15717/bioedu.2013.41.1.97.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Bobrownicki, Ray, Dave Collins, John Sproule, and Alan C. MacPherson. "Redressing the balance: Commentary on “Examining motor learning in older adults using analogy instruction” by Tse, Wong, and Masters (2017)." Psychology of Sport and Exercise 38 (September 2018): 211–14. http://dx.doi.org/10.1016/j.psychsport.2018.05.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Holbrook, Morris B. "Reflections on jazz training and marketing education." Marketing Theory 16, no. 4 (July 31, 2016): 429–44. http://dx.doi.org/10.1177/1470593116652672.

Full text

Abstract:

In recent years, numerous marketing and organizational theorists have called attention to the analogy between jazz and management strategy. From the perspective of this jazz metaphor, key questions concern the implications of jazz training for marketing education. Too often—say, in motion pictures or television dramas—jazz is portrayed as an innocent folk music whose performance requires more feeling than knowledge. This inaccurate stereotype colors the treatment of music instruction found in the film Mr. Holland’s Opus (1995). A contrasting view of jazz as a technically demanding art form appears in the movie Whiplash (2014). These two films also represent diametrically opposed teaching styles—the first nurturing and customer-oriented, the second sadistic and product-oriented. A third motion picture entitled Keep On Keepin’ On (2014) presents a resolution of this dialectic in the form of a marketing-oriented instructor whose method of teaching combines kindness (the customer-oriented thesis) with rigor (the product-oriented antithesis) to achieve a balanced reconciliation (the marketing-oriented synthesis). From this perspective, like jazz training, marketing education is itself embarked on a marketing project that benefits from a rapprochement of customer-oriented and product-oriented impulses to attain a marketing-oriented synthesis. Thus, insights about jazz training become relevant to the challenges of marketing education—as illustrated by various examples from the author’s own experiences.

APA, Harvard, Vancouver, ISO, and other styles

40

Holt, Robin. "Immanent learning." Concepts and Transformation 8, no. 2 (September 26, 2003): 143–62. http://dx.doi.org/10.1075/cat.8.2.04hol.

Full text

Abstract:

The article critically investigates how conversations contribute to learning in organizations. Using the production technology lean thinking as a conceptual case study, the article investigates how, when learning is organized as a codification of aims and their cybernetic pursuit (such as achieving substantive goals; challenging these goals; or questioning the values lying behind these goals), there is a tendency to categorize activities whose meaning in use often remains opaque, tacit, and contested. The idea that meaning is found in use complicates organizational learning because, by implication, the conversion from tacit to explicit knowledge is far from complete and exploitable. The article discusses how knowledge emerges from the practiced and novel orientations of an agent enacting cognitive understandings in specific contexts. In doing so, it argues that from a learning perspective, organizational strategy should be as aware of how agents move within and between their understandings as it is of the desired outcomes of their actions. Using a Wittgensteinian analogy, this often unacknowledged aspect of learning concerns the recognition and use of sign-posts in language games, as distinct from any mimic-inducing instruction that one sign post (or set of sign-posts) should be followed in preference to any other. The concept ‘immanent learning’ is used to convey this grammatical aptitude as it is enacted in conversations. The implication is that where ‘theories’ of organizational learning look to reconcile the tension between the denotive power of organizational structures and the creative power of employees by instituting climates of ‘correct’ or ‘appropriate’ opinion, immanent learning dissolves this tension by articulating which are the requisite attitudes for the concept of learning to be meaningfully used.

APA, Harvard, Vancouver, ISO, and other styles

41

Kerkhoff, Shea, Molly Broere, and David Premont. "Average and avid: preservice English teachers' reading identities." English Teaching: Practice & Critique 19, no. 2 (April 13, 2020): 197–215. http://dx.doi.org/10.1108/etpc-07-2019-0092.

Full text

Abstract:

Purpose Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice English teachers’ reading identities and their perceptions of reading identity development in the context of English classrooms. Design/methodology/approach This study used qualitative collective case design. Data sources included analogy exercise about participants’ reading identities, participant-generated observations of reading identity instruction, questionnaire on reading identity, class discussions about reading identity and final written reflection. Findings Data showed examples of participants’ reading identities as taking a variety of forms, but when discussing what shaped their reading identities, the strongest codes related to positive interactions with people and texts. The data showed that participants related positive reading identities to both reading to learn and reading for pleasure. More participants’ perceived their professional identity as that of a literature teacher than a reading teacher. Research limitations/implications Future research is needed on how to support preservice teachers’ positive reading identities in English education courses. Practical implications Our data suggest that learning about reading identity may help preservice English teachers think of reading as something that is developing in themselves as well as their students over a lifetime. By providing space in English methods programs to attend to preservice teachers’ reading lives, we can help them rekindle or find their love of reading. Originality/value This research is needed because helping preservice teachers construct and enact positive reading identities in turn aids guidance of their future students’ reading identities, and having a positive reading identity is in turn linked to positive student outcomes.

APA, Harvard, Vancouver, ISO, and other styles

42

Muniz, Marc N., and Maria T. Oliver-Hoyo. "On the use of analogy to connect core physical and chemical concepts to those at the nanoscale." Chem. Educ. Res. Pract. 15, no. 4 (2014): 807–23. http://dx.doi.org/10.1039/c4rp00097h.

Full text

Abstract:

Nanoscale science remains at the forefront of modern scientific endeavors. As such, students in chemistry need to be prepared to navigate the physical and chemical concepts that describe the unique phenomena observed at this scale. Current approaches to integrating nanoscale topics into undergraduate chemistry curricula range from the design of new individual nano courses to broad implementation of modules, experiments, and activities into existing courses. We have developed and assessed three modular instructional materials designed to explicitly connect core physical and chemical concepts to those at the nanoscale. These modular instructional materials aim to be readily adapted to existing curricular format and have been designed based on an educational framework for analogy. The findings from a qualitative study involving undergraduate chemistry students indicate that analogical transfer from core physical and chemical concepts to those at the nanoscale can be facilitated through the use of these instructional materials. Conceptual challenges as well as evidence for analogical transfer are provided herein, along with recommendations for instructor implementation and future work.

APA, Harvard, Vancouver, ISO, and other styles

43

Tse, Choi Yeung Andy, Andus Wong, Tara Whitehill, Estella Ma, and Rich Masters. "Examining the cognitive demands of analogy instructions compared to explicit instructions." International Journal of Speech-Language Pathology 18, no. 5 (January 11, 2016): 465–72. http://dx.doi.org/10.3109/17549507.2015.1112834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Boerger, Michael A., and Tracy B. Henley. "The Use of Analogy in Giving Instructions." Psychological Record 49, no. 2 (April 1999): 193–209. http://dx.doi.org/10.1007/bf03395316.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Jannatifar, Rahil, Hamid Piroozmanesh, and Leila Naserpoor. "Supplementation of Freezing Media with Cyclic Adenosine Monophosphate Analog and Isobutylmethylxanthine on Sperm Quality." Research in Molecular Medicine 8, no. 4 (October 26, 2020): 201–8. http://dx.doi.org/10.32598/rmm.8.4.6.

Full text

Abstract:

Background: This study aimed to explore whether the addition of a cyclic adenosine monophosphate (cAMP) analog and isobutylmethylxanthine (IBMX) in freezing media improved sperm quality and what role cAMP has in this recovery. Materials and methods: ach semen sample was cryopreserved into four groups: fresh semen sample, as a control group, freezing medium + 2.5 mM cAMP analog and 0.2 mM IBMX, freezing medium + 12.5 mM cAMP analog and 0.2 mM IBMX, and freezing medium + 25 mM cAMP analog and 0.2 mM IBMX. Sperm parameters after post-thaw were analyzed according to WHO instruction (2010). Viability, acrosome reaction, and DNA damage levels of the samples were evaluated. Results: Our results indicated that the effective concentrations of 12.5 and 25 mM cAMP analog and 0.2 mM IBMX significantly improved the total motility, progressive motility, and viability of the frozen-thawed (P<0.05). However, non-progressive motility and immotile were significantly reduced in the 12.5 and 25 mM cAMP analogs and 0.2 mM IBMX groups after thawing (P<0.05). During freezing the spermatozoa, the high concentration of the cAMP analog increased acrosome reaction after thawing in the 25 mM and 0.2 mM IBMX treated samples (P<0.05). DNA fragmentation in 25 mM cAMP analog and 0.2 mM (IBMX) supplementation was significantly lower compared to the other groups (P<0.05). Conclusions: Our findings revealed that in vitro cAMP analog and IBMX supplementation in freezing media play an important role in preventing cryodamage by maintaining the sperm functional parameters.

APA, Harvard, Vancouver, ISO, and other styles

46

Sinchenko, Oleksiy. "Methodological Isomorphism as Ivan Franko’s Style of Scholarly Thinking." Академічний журнал "Слово і Час", no. 2 (February 25, 2019): 3–11. http://dx.doi.org/10.33608/0236-1477.2019.02.3-11.

Full text

Abstract:

The present paper tries to reconstruct Ivan Franko’s methodological thinking on the basis of his works and aims at synchronizing criteria, procedures and principles of proving and producing scholarly knowledge. The main purpose here is building isomorphic models of thinking and methodological instruction based on some Franko’s constants of the world view and understanding reality. Franko as a scholar was interested in various ﬁelds: literary studies, ethnography, linguistics, philosophy, social economics, law, political science, history, statistics etc. He intended to create the ground for institutionalization of research work in Ukrainian society. His scholarly universalism allowed using the knowledge from different ﬁelds simultaneously in order to study the same subject from different perspectives. This subject was a society which he understood as the people, class, and individual in his activities. At every stage of his methodological reﬂection, Franko adhered to clear determinism both in deﬁning the subject ﬁeld of research and in constructing his assertions. But the attempt to single out the subject knowledge in its pure form was complicated by the fact that he didn’t think of it separately from the sphere of application, and therefore he was focused on the methods related to the practical use and giving the opportunity of transferring the gained knowledge into the sphere of education. In the deﬁnitions of scholarly work he used such characteristics as “thoroughness and precision”, “good care and logic of scholarly analysis”, facts, observations, descriptions, comparisons, criticism, analysis (more simple and versatile). These markers form a framework that makes it possible to reconstruct the style of his thinking as a methodologist. In general, Franko’s style of scholarly thinking tended to inductivism. This style was determined by detailed description and study of empirical material with accurate statistical method; analogy and comparison through applying different kinds of scholarly languages; conceptual systems, often borrowed from the related spheres of knowledge, in particular notions of general methodology (evolution); interest in general research problems; search for transitional joints of sectorial methods, their conceptualization and approbation.

APA, Harvard, Vancouver, ISO, and other styles

47

Mamaeva, Ekaterina A., Natalya I. Isupova, Tatyana V. Masharova, and Natalia N. Vekua. "Modeling in the environment of three-dimensional graphics as a method of forming students' critical thinking." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 431–46. http://dx.doi.org/10.32744/pse.2021.2.30.

Full text

Abstract:

The problem and the aim of the study. The formation of critical thinking is one of the most important tasks that teachers face in the vocational education system. The complexity, versatility of the studied objects, phenomena and processes of reality make it necessary for the mentors of the digital school to look for universal methods of cognition. The authors propose to use the modeling method in 3D graphics environments to form critical thinking as an important skill that meets the challenges of globalization and transformation. Research methods. The main method is modeling, as a general scientific method for studying the phenomena of reality using the analogy between the model and the original. The research was carried out on the basis of Vyatka State University for students of the training programme 44.04.01 Pedagogical education, profile Informatization of Education (master degree level). A software tool for organizing modeling as a method of teaching and scientific cognition is SketchUp. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The students of the experimental group used modeling in the environment of three-dimensional graphics at the following stages: acquiring theoretical information about the original object, creating a substitute model, developing a system of research problems, reflection, checking and adjusting the results in the conditions of the original object, the statement of a qualitatively new knowledge. The assessment of the levels of formation of critical thinking was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2emp.2 > χ2crit0.05 (6.42 > 5.99). In conclusion, the conditions under which three-dimensional modeling contributes to the development of basic properties that ensure the formation of critical thinking are generalized: application together with other methods of scientific knowledge; modeling not only in a software environment for creating a 3D project, but also developing an Instruction as a model for its practical application; obtaining qualitatively new knowledge, etc.

APA, Harvard, Vancouver, ISO, and other styles

48

del Rio, A., and D. Valdes. "Three-dimensional model for analog circuit instruction." IEEE Transactions on Education 40, no. 4 (1997): 7 pp. http://dx.doi.org/10.1109/13.759677.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Didiş, Nilüfer. "The analysis of analogy use in the teaching of introductory quantum theory." Chemistry Education Research and Practice 16, no. 2 (2015): 355–76. http://dx.doi.org/10.1039/c5rp00011d.

Full text

Abstract:

This study analyzes the analogies used in the teaching of introductory quantum theory concepts. Over twelve weeks, the researcher observed each class for a semester and conducted interviews with the students and the instructor. In the interviews, students answered questions about quantum theory concepts, which the instructor had taught them using analogies, and also discussed the effectiveness of these analogies. This study identified 48 analogies used by the instructor over the course of 53 fifty minute classes. The analysis of video recordings of the classes revealed that most of the analogies were constructed at the beginning of the semester during the teaching of the particle nature of waves, which is critical for understanding quantum theory. A large proportion of the analogies were given in verbal format; however, a limited number of pictorial and body motion elements were also used together with the analogies. The analogies were mainly positioned as an embedded activator prior to drawing conclusions about the target. It was also observed that analogies were used as an advance organizer and post synthesizer. In addition, the number of simple and enriched analogies used was similar. A limited number of analog explanations were identified and none of the analogies used indicated strategy identification. The instructor never mentioned the limitation of each analogy during their use in class as well. A large proportion of the analogies used spontaneously included both anthropomorphic and environmental characteristics. Although the presentation medium of the analogies was mainly discourse, the presentation of analogies in role play, story and brainstorming was also identified. In half of the analogy use, the instructor intended their use for clarification of the concepts; however, the use of analogies for introduction of a new topic, gaining attention, increasing participation and discriminating between classical and quantum issues was also observed, indicating a diverse use of analogies. In addition, the interviews revealed that students liked the use of analogies in their classes and believed that they had a positive effect on their understanding of new concepts.

APA, Harvard, Vancouver, ISO, and other styles

50

PETRÁS, ISTVÁN, CSABA REKECZKY, TAMÁS ROSKA, RICARDO CARMONA, FRANCISCO JIMÉNEZ-GARRIDO, and ANGEL RODRÍGUEZ-VÁZQUEZ. "EXPLORATION OF SPATIAL-TEMPORAL DYNAMIC PHENOMENA IN A 32×32-CELL STORED PROGRAM TWO-LAYER CNN UNIVERSAL MACHINE CHIP PROTOTYPE." Journal of Circuits, Systems and Computers 12, no. 06 (December 2003): 691–710. http://dx.doi.org/10.1142/s0218126603001112.

Full text

Abstract:

This paper describes a full-custom mixed-signal chip that embeds digitally programmable analog parallel processing and distributed image memory on a common silicon substrate. The chip was designed and fabricated in a standard 0.5 μm CMOS technology and contains approximately 500 000 transistors. It consists of 1024 processing units arranged into a 32×32 grid. Each processing element contains two coupled CNN cores, thus, constituting two parallel layers of 32×32 nodes. The functional features of the chip are in accordance with the 2nd Order Complex Cell CNN-UM architecture. It is composed of two CNN layers with programmable inter- and intra-layer connections between cells. Other features are: cellular, spatial-invariant array architecture; randomly selectable memory of instructions; random storage and retrieval of intermediate images. The chip is capable of completing algorithmic image processing tasks controlled by the user-selected stored instructions. The internal analog circuitry is designed to operate with 7-bits equivalent accuracy. The physical implementation of a CNN containing second order cells allows real-time experiments of complex dynamics and active wave phenomena. Such well-known phenomena from the reaction–diffusion equations are traveling waves, autowaves, and spiral-waves. All of these active waves are demonstrated on-chip. Moreover this chip was specifically designed to be suitable for the computation of biologically inspired retina models. These computational experiments have been carried out in a developmental environment designed for testing and programming the analogic (analog-and-logic) programmable array processors.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Analogy Instruction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles