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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
6 (Dec., 2005) Muammer CALIK and Alipasa AYAS An analogy activity for incorporating students' conceptions of types of solutions
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
6 (Dec., 2005) Muammer CALIK and Alipasa AYAS An analogy activity for incorporating students' conceptions of types of solutions
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The Use of Analogy in Designing The Activity
Analogies are one of the conceptual change activities to enhance and to facilitate students' understanding by challenging the students' pre-existing ideas (e.g., Iding, 1997; Stavy, 1991; Taylor & Coll, 1997; Tsai, 1999). Analogical reasoning can be thought of as a process of schema transfer from a familiar domain into an unfamiliar situation so that analogies can enable students to capture insight of the given events, especially at sub-microscopic level (Wong, 1993). In this process, the greater the match of knowledge between target and analog occurs, the better the analogy works. Therefore, the new knowledge domain becomes more meaningful because students can now visualize the given phenomena with their familiar one. But, while doing this, teachers should stress that this is only analogical reasoning. If not, the analogies may lead students to develop various alternative conceptions (i.e., Coll & Treagust, 2001; Calik & Ayas, 2005b; Newton, 2003; Yerrick, Doster, Nugent, Parke & Crawley, 2003). It must be stated that in spite of the prevalent use of analogy in chemistry teaching, there have been few studies about the use of analogy during instruction because there has been a shortage of research as to how analogies can be exploited in the classroom (Duit, 1991; Ganguly, 1995). In this paper, we attempt to present how the developed analogy can be used during instruction. Also, analogy mapping that links with the given phenomena is provided within a model for incorporating students' conceptions.
Table 1. Analogy mapping of the illustrated phenomena;
Analog Feature Comparison Target Feature (types of solution) The numbers of men and women Compared to Amount of solute and solvent Sitting down in bus seats homogenously Compared to The dissolution process The numbers of passengers in bus as presented step 2 and/or step 3 and/or step 4 (percentages of women per man) Compared to The dilute and concentrated solutions The full capacity of bus as stated step 4 Compared to Saturated solution Picking up women under hot weather or intensive sunshine and sitting down the seats homogenously amongst men. Then, they get off the subsequent bus stop. Compared to Supersaturated solution Step 2 and 3 before reaching full capacity Compared to Unsaturated solution Percentage of women per man in case of full capacity Compared to Solubility Each of men and women Does not compared to Particles of solute and solvent because each of them includes much more particles at sub-microscopic level Sitting down the seats of bus homogenously Does not compared to The dissolution process because it involved in more intricate interaction between solute and solvent Picking up women under hot weather or intensive sunshine and sitting down the seats homogenously amongst men. Then, they get off the subsequent bus stop. Does not compared to Supersaturated solution because preparation of it require to be heated if enough solute is available Percentage of women per man in case of full capacity Does not compared to Solubility means dissolved solute at 100 ml solvent
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Article 6 (Dec., 2005). All Rights Reserved.
