Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention-Reference-Cited by-同舟云学术

Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention

Published:2023-03 Issue:1 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Tise Joseph C.¹,Sperling Rayne A.²,Dann Michael S.³,Young Taylor M.²

Affiliation:

1. Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX 77843

2. Department of Educational Psychology, Counseling, and Special Education and

3. Department of Biology, The Pennsylvania State University, University Park, PA 16802

Abstract

This intervention extends learning strategies research into authentic learning environments. It shows college biology students can learn to generate analogies as a learning strategy and get better at doing so. Finally, students’ generated-analogy quality predicts analogical reasoning and knowledge of cognition.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference72 articles.

1. Individual differences in college‐age learners: The importance of relational reasoning for learning and assessment in higher education

2. Domain Knowledge and Analogic Reasoning Ability as Predictors of Expository Text Comprehension

3. Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels

4. Relational reasoning in word and in figure.

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