Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 2, Article 14 (Dec., 2013)
Murat GENC
The effect of analogy-based teaching on students' achievement and students' views about analogies

Previous Contents


References

Akamca, G.Ö.(2008 ). The effects of science and technology education based on analogies, concept cartoons and predict-observe-explain techniques on learning outcomes. Unpublished Ph. D. Thesis, Dokuz Eylül University, Institute of Educational Science; İzmir.

Akar, M.S. (2007). The effect of create writing texts and use analogy on students' academic achievements in laboratory course. Unpublished Master Thesis, Atatürk University, Graduate School Of Natural And Applied Sciences; Erzurum.

Akpınar, B., Yıldırım, B. & Dönder, A. (2012). Assessment of the Turkısh teachers’ views on making and using analogies in teaching of science. International Conference New Perspective in Science Education, First Edition, March 8-9 2012.

Akyüz, T. (2007). The effects of using analogy techniques on students’ achievements at different taxonomic levels in science education. Unpublished Master Thesis Hacettepe University, Ankara, Turkey.

Anderson-Inman, L. & Ditson, L. (1999). Computer-based concept mapping: A tool for negotiating meaning. Learning and Leading with Technology, 26(8), 6-13.

Anderson-Inman, L. & Horney, M. (1996). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adolescent and Adult Literacy, 40(4), 302-306.

Anderson-Inman, L. & Zeitz, L. (1993). Computer-based concept mapping: Active studying for active learners. The Computer Teacher, 27(1), 6-8, 10-11.

Atav, E., Erdem, E., Yılmaz, A. & Gücüm, B. (2004). The effect of developing analogies for meaningful learning of the subject of enzymes. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 21 -29.

Aykanat, F., Doğru, M. & Kalender, S. (2005). The effect of science instruction by the computer-based concept maps method on the students’ achievement, Kastamonu Education Journal,13(2), 391-400.

Aykutlu, I. & Şen, A. İ. (2011). Using analogies in determining and overcoming high school students' misconceptions about electric current. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 221-250.

Aykutlu, I. & Şen, A. İ. (2012). Determination of secondary school students’ misconceptions about the electric current using a three tier test, concept maps and analogies. Education and Science, 37, No 166.

Bean, T. W., Searles, D., Singer, H., & Cowen, S. (1990). Learning concepts from biology text through pictorial analogies and an analogical study guide. The Journal of Educational Research, 2, 233-237.

Bilgin, I. & Geban, Ö. (2001). The use of analogy to remove 10th grade students' misconception related to chemical equilibrium concepts. Journal of Education Faculty of Hacettepe University, 20, 26-32.

Bukova-Güzel, E. & Cantürk-Günhan, B. (2010). Prospective mathematics teachers’ views about using flash animations in mathematics lessons. International Journal of Human and Social Sciences Volume: 5(3), 54-159.

Çalık, M. & Kaya, E. (2012). Examining analogies in science and technology textbooks and science and technology curriculum. Elementary Education Online, 11(4), 856-868.

Çelik, E. (2007). The effect of using computer aided animations to geography teaching skills of secondary education. Unpublished Master Thesis, Marmara University Social Science Institute; İstanbul.

Cerit, B. N. (2008). Effectiveness of pedagogical-analogical models for the realization of conceptual change on instruction of work-power-energy concepts: An example from Konya. Unpublished Ph. D. Thesis, Selçuk University, Konya , Turkey.

Cifuentes, L. & Hsieh, Y. C. (2003). Visualization for construction of meaning during study time: A quantitative Analysis. International Journal of Instructional Media, 30(3), 263-273.

Daşdemir, İ. & Doymuş, K. (2012). 8. sınıf kuvvet ve hareket ünitesinde animasyon kullanımının öğrencilerin akademik başarılarına, öğrenilen bilgilerin kalıcılığına ve bilimsel süreç becerilerine etkisi. [The effect of using animation on students’ achievement, permanent of the learned information and science process skills at “Force and motion” unit of 8th class]. Journal of Research in Education and Teaching, 1 (1), 77-87.

Daşdemir, İ., (2006). The effect of use animation on students’ academic achievements and retentions in primary science course. Unpublished Master Thesis, Atatürk University Graduate School of Natural And Applied Sciences, Erzurum.

Demir, S., Önen, F. & Şahin, F. (2011). Analogies: Through the point of view of pre-service science teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 86-114.

Dilber, R. (2006). Fizik öğretiminde analoji kullanımının ve kavramsal değişim metinlerinin kavram yanılgılarının giderilmesine ve öğrenci başarısına etkisinin araştırılması. [An investigation on the effects of analogy and conceptual change text on remediating of misconceptions and student success in physics teaching] Unpublished Ph.D. Thesis, Atatürk University, Erzurum, Turkey.

Doymuş, K., Şimşek, Ü., & Bayrakçeken, S., (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi. . [The effect of cooperative learning on students’ achievement and attitude in science and technology lesson] Journal of Turkısh Scıence Educatıon, 1(2), 103-115.

Dreistadt, R. (1968). An analysis of the use of analogies and metaphors in science. Journal of Psychology, 68, 97-116.

Ekici, E & Ekici, F. (2011). Fen eğitiminde bilişim teknolojilerinden faydalanmanın yeni ve etkili bir yolu: “Yavaş geçişli animasyonlar”. [New and effective way to utilization of information technologies in science education: Slowmotion animations]. Elementary Education Online, 10(2), 1-9.

Ekici, E, Ekici, F. & Aydın, F. (2007). Preservice science teachers’ views on usability of analogies in science courses and their examples. Ahi Evran University Journal of Kırşehir Education Faculty (JKEF), 8(1), 95-113.

Elmstrom Klenk, K. (2011). Computer animation in teaching science: Effectiveness in teaching retrograde motion to 9th graders. A Doctoral Dissertation of Philosophy in Education University of Rhode Island and Rhode Island College.

Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education. 8th Edition. The McGraw-Hill Companies; New York.

Gabel, D. (2003). Enhancing the conceptual understanding of science. Educational Horizons, 81(2) 70-76.

Gagne, R. M. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart and Winston.

Galloway, J. P. (1990). Models of teaching with analogies in educational computing. In N. Estes, J. Heene, & D. Leclerq (Eds.) Proceedings of the Seventh International Conference on Technology and Education (412-414). Edinburgh, UK:CEP Consultants.

Gil, V.M.S. & Paiva, J.C.M. (2006). Using computer simulations to teach salt solubility. Journal of Chemical Education, 83v(1), 170-174.

Gilbert, S. W. (1989). An evaluation of the use of analogy, simile, and metaphor in science texts. Journal of Research in Science Teaching, 26, 315-327.

Gökhan, A. (2011). The effect of animation on academic achievement of the greenhouse gas effect, acid rain and depletion of ozone layer topics in secondary education. Unpublished Master Thesis, Çukurova University, Institute of Social Science, Computer and Instructional Technology Department, Adana.

Güler, P.D. & Yağbasan, R. (2008). The description of problems relating to analogies used in science and technology textbooks. Inönü University, Journal of the Faculty of Education, 9(16), 105-122.

Günel, M., Kabataş-Memiş, E. & Büyükkasap, E. (2009). The effects of writing to learn activities and students' analogy construction on learning mechanic unit at the university level. Journal of Gazi Education Faculty, 29(2), 401-419.

Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), 233-247.

Hibbing, A.N. & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. Reading Teacher, 56(8), 758-770.

Hoban, G., Loughran, G. & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48 (9), 985-1009.

Hulshof, H. & Verloop, N. (2002). The use of analogies in language teaching: representing the content of teachers' practical knowledge. J. Curriculum Studies, 34(1), 77-90.

Iskander, W. & Curtis, S. (2005). Use of colour and interactive animation in learning 3d vector. The Journal of Computer in Mathematics and Science Teaching, 24 (2), 149-156.

Kaptan, F. & Arslan, B. (2002). Fen öğretiminde soru -cevap tekniği ile analoji tekniğinin karşılaştırılması. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.

Karasar, N. (2012). Bilimsel araştırma yöntemi.[Scientific research method]. 23. Basım. Ankara: Nobel Akademi Yayıncılık.

Kauffman, G.B. (2003). Atomic orbitals on USEPR (The chemistry animation project), Journal of College Science Teaching, 32(6), 412-412.

Kayhan, E. (2009). The effect of analogy-based teaching on students' academic achievement and retention of knowledge on the contents of "change in matter state and energy" from the eighth grade science course. Unpublished Master Thesis, Çukurova University, Social Science Institute, Department of Primary Education ; Adana.

Kılıç, D. (2007). The effect of the teaching with analogies model on elimination of misconceptions of 9th grade students about chemical bonding. Unpublished Master Thesis, Gazi University, Ankara, Turkey.

Kılıç, Ö. & Umdu-Topsakal, Ü. (2011). The effectiveness of using student and teacher centered analogies on the development of the students’ cognitive and affective skills. Asia-Pacific Forum on Science Learning and Teaching, 12(2), Article 11.

Köksal, M.S. (2006). Concept Teaching and Multıple Intelligences Theory, Kastamonu Education Journal, 14(2), 473-480.

Lancor, R.A. (2012). Using student-generated analogies to investigate conceptions of energy: a multidisciplinary study. International Journal of Science Education, 1(23), iFirst Article.

McKnight, A., Hoban, G. & Nielsen, W. (2011). Using slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country". Australasian Journal of Educational Technology, 27(1), 41-54.

Nichter, M. & Nichter, M. (1986). Health education by appropriate analogy: Using the familiar to explain the new. Convergence. 63-73.

Nottis, K. (1999). Using analogies to teach plate-tectonics concepts. Journal of Geoscience Education, 47(5), 449-453.

Oliva, J.M., Azcarate, P. & Navarrete, A. (2007). Teaching models in the use of analogies as a resource in the science classroom, research report. International Journal of Science Education, 29(1), 45-66.

Ören, F. Ş., Ormancı, Ü., Babacan, T., Koparan, S. & Çiçek, T. (2011). A study of developing guide material based on analogy and inquiry-based learning approach: The unit on “Matter and change”. Journal of Theoretıcal Educatıonal Scıence, 4 (2), 30-64.

Ören, F.Ş., Ormancı, Ü., Babacan, T., Çiçek, T. & Koparan, S. (2010). An application of guide materials based on analogy and Inquiry-based learning approach and related student opinions. Western Anatolia Journal of Educational Sciences (WAJES), Dokuz Eylul University Institute of Educational Sciences, 1(1), 33-53.

Pittman, K. M. (1999). Student generated analogies: Another way of knowing?. Journal of Research in Science Teaching, 36(1), 1-22.

Powell, J. V., Aeby, V. G. & Carpenter-Aeby, T. (2003). A comparison of student out comes with and without teacher facilitated computer-based instruction. Computers Education, 40, 183-191.

Radford, D. L. (1989). The effects on student achievement of the use of extended verbal analogies in high school biology textbooks. Doctoral dissertation, the University of Georgia, Athens, Georgia.

Reigeluth, C. M., & Stein, F. (1983). The elaboration theory of instruction. In C. M. Reigeluth (Ed.). Instructional design: Theories and models. Hillsdale, NJ: Lawrence Erlbaum Associates.

Rosch, E., & Men/is, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605.

Sağırcı, S. (2002). The Effect of using analogy on the succed in science instruction. Master Thesis Marmara University, Social Science Institute; Istanbul.

Şahin, Ç., Akbulut, H.İ. & Cepni, S. (2012). Teaching of solid pressure with animation, analogy and worksheet to primary 8th students. The Journal of Instructional Technologies &Teacher Education, 1(1), 22-51.

Santos, R. S. (2009). Impact of flash animation on learning concept of matter among elementary students. Master of Science in Chemistry (MS), University of Texas-Pan American.

Saygılı, S. (2008). The effect of analogy-enhanced teaching on mathematical success and creative thinking ability of 9th high school students. Unpublished Master Thesis, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.

Schustack, M. W., & Anderson, J. R. (1979). Effects of analogy to prior knowledge on memory for new information. Journal of Verbal Learning and Verbal Behavior, 18, 565-583.

Simons, P. R. J. (1984). Instructing with analogies. Journal of Educational Psychology,76, 513-527.

Thagard, P. (1992). Analogy, explanation and education. Journal of Research in Science Teaching, 22, 537-544.

Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers' analogical explanations. Journal of Research in Science Teaching, 21, 227-242.

Ülgen, G. (2001). Kavram Geliştirme, Concept Developing 3. Baskı. Pegema Yayıncılık: Ankara.

Vratulis, V., Clarke, T., Hoban, G. & Erickson, G. (2011). Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation. Teaching and Teacher Education, 27 (2011) 1179-1188.

Yerrick, R. K., Doster, E., Nugent, J. S., Parke, H. M. & Crawley, F. E. (2003). Social interaction and the use of analogy: An analysis of preservice teachers’ talk during physics i nquiry lessons. Journal of Research in Science Teaching, 40(5), 443-463.

Zook, K. B., & Maier, J. M. (1994). Systematic analysis of variables that contribute to the formation of analogical misconceptions. Journal of Educational Psychology, 86, 589-600.


Copyright (C) 2013 HKIEd APFSLT. Volume 14, Issue 2, Article 14 (Dec., 2013). All Rights Reserved.