Facilitating conceptual learning through analogy and explanation

Timothy J. Nokes, Brian H Ross

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Research in cognitive science has shown that students typically have a difficult time acquiring deep conceptual understanding in domains like mathematics and physics and often rely on textbook examples to solve new problems. The use of prior examples facilitates learning, but the advantage is often limited to very similar problems. One reason students rely so heavily on using prior examples is that they lack a deep understanding for how the principles are instantiated in the examples. We review and present research aimed at helping students learn the relations between principles and examples through generating explanations and making analogies.

Original languageEnglish (US)
Title of host publication2007 Physics Education Research Conference, PERC
Pages7-10
Number of pages4
DOIs
StatePublished - Dec 1 2007
Event2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC - Greensboro, NC, United States
Duration: Aug 1 2007Aug 2 2007

Publication series

NameAIP Conference Proceedings
Volume951
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC
CountryUnited States
CityGreensboro, NC
Period8/1/078/2/07

Keywords

  • Analogy
  • Cognitive science
  • Conceptual learning
  • Explanation
  • Problem solving

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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