Cognitive and metacognitive aspects Cognitive and metacognitive aspects

in conceptual change by analogyin conceptual change by analogy

Adviser: Ming-Puu ChenAdviser: Ming-Puu Chen

Presenter: Li-Chun WangPresenter: Li-Chun Wang

Mason, L. (1994). Cognitive and metacognition aspects in

conceptual change by analogy. Instructional Science, 22, 157-187.

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AbstractAbstract• AimAim

– It aimed at exploring whether students‘ successful use of analogy in It aimed at exploring whether students‘ successful use of analogy in

learning science was related learning science was related

a) to the level of their understanding of a specific analogya) to the level of their understanding of a specific analogy

b) to their metacognitive awareness of how the analogy was to be b) to their metacognitive awareness of how the analogy was to be

used and of the changes produced in their own conceptual used and of the changes produced in their own conceptual

structuresstructures..

• Experiment DesignExperiment Design

– Qualitative investigation Qualitative investigation

– Materials: Biological curriculum unitMaterials: Biological curriculum unit

– The new concepts (human circulatory system) The new concepts (human circulatory system) similar to a similar to a

familiar source (mail delivery system) familiar source (mail delivery system)

• By detecting all the relations between the two systems and By detecting all the relations between the two systems and

mapping mapping the relevant information from the source to the targetthe relevant information from the source to the target

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AbstractAbstract• Learners’ preexisting mental models Learners’ preexisting mental models

– Have been taken into account in order to examine their conceptual Have been taken into account in order to examine their conceptual

growth and change via the analogygrowth and change via the analogy

• ResultsResults

– A high correlation between A high correlation between

• level of conceptual understanding of the new science topiclevel of conceptual understanding of the new science topic

• level of understanding of the analogy itselflevel of understanding of the analogy itself

• the effective use of analogy in integrating the new information the effective use of analogy in integrating the new information

into the preexisting conceptual structuresinto the preexisting conceptual structures

• ImplicationsImplications

– Some implications on the use of analogy for conceptual change are Some implications on the use of analogy for conceptual change are

considered from an considered from an educational standpointeducational standpoint

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IntroductionIntroduction• The literature there has developed area on the role of The literature there has developed area on the role of

– Analogy in engendering Analogy in engendering conceptual changconceptual changee

– Above all in Above all in science domainscience domain

– The relationship between conceptual change and some aspects of The relationship between conceptual change and some aspects of

metacognitionmetacognition

– But no studies have focused on links between the three themesBut no studies have focused on links between the three themes

• If analogy is introduced in the classroom to simulated If analogy is introduced in the classroom to simulated

knowledge restructuring in students knowledge restructuring in students

– and if this process requires metacognitive competence,and if this process requires metacognitive competence,

– then the study of then the study of the functions of analogy in promoting conceptual the functions of analogy in promoting conceptual

change change should take into account should take into account the role metacognition plays in the role metacognition plays in

facilitating conceptual knowledge developmentfacilitating conceptual knowledge development..

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IntroductionIntroduction• Analogies and conceptual changeAnalogies and conceptual change

– Analogy Analogy is is transfertransfer of relational structure from a known domain of relational structure from a known domain

(the source) to another fundamentally similar but less known (the source) to another fundamentally similar but less known

domain (the target). domain (the target).

– This transfer This transfer is accomplished by is accomplished by mapping processes mapping processes through which through which

the similarities between the two systems are detected and the the similarities between the two systems are detected and the

relevant information on the target is inferred.relevant information on the target is inferred.

• In the literature there are three major theories on analogical In the literature there are three major theories on analogical

reasoning that explain in different ways reasoning that explain in different ways how mapping how mapping

occursoccurs: :

– ComponentialComponential

– StructuralStructural

– Pragmatic theories. Pragmatic theories.

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IntroductionIntroduction• How mapping occurs: The componential theoryHow mapping occurs: The componential theory

– The componential theory identifies the different component skills The componential theory identifies the different component skills

underlying reasoning by analogy in the classical paradigm on solving underlying reasoning by analogy in the classical paradigm on solving

analogiesanalogies

– Stemberg(1977, 1982) suggested six components which constitute Stemberg(1977, 1982) suggested six components which constitute

analogical reasoning:analogical reasoning:

(1) encoding the terms of an analogy to establish their semantic extensions;

(2) inferring the relation between the two first terms (a and b);

(3) mapping the relation between the first and the third term (a and c);

(4) applying an analogous relation to the second term (b) to generate the

solution to the analogy;

(5) justifying the match of the chosen term (d);

(6) making the response

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IntroductionIntroduction• How mapping occurs: The structural theories How mapping occurs: The structural theories

– Proposes a system of procedures and implicit rules through Proposes a system of procedures and implicit rules through

which analogies are generated or understood.which analogies are generated or understood.

• The structural and pragmatic theories have been elaborated The structural and pragmatic theories have been elaborated

to give account of analogical reasoning not in solving the to give account of analogical reasoning not in solving the

classical, frequently arbitrary, analogies, but in solving classical, frequently arbitrary, analogies, but in solving

problem analogies. problem analogies.

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IntroductionIntroduction• Many researchers highlighted the power of analogies in

connecting information and in elaborating more

comprehensive and integrated knowledge structures (Bransford et al. 1988; Clement 1988, 1991;

Duit 1991; Glynn 1990, 1991; Klauer 1989; Prawat 1989; Ross 1989; Rumelhart & Norman 1978; Stepich & Newby 1988; Vosniadou & Ortony 1989; Weinstein & Underwood

1985).

• In particular, analogies were found useful for:

a. the coding and organization of new knowledge;

b. the access to, and the retrieval of, information previously

stored in memory;

c. the creation of anomalies in a conceptual network; d. the

overcoming of misconceptions;

e. the creation of new schemata.

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IntroductionIntroduction• In relating the most recent and interesting research issues In relating the most recent and interesting research issues

concerning the use of concerning the use of analogies, conceptual change and analogies, conceptual change and

metacognitionmetacognition, it can be stated that:, it can be stated that:

a. analogies can be powerful tools in enhancing conceptual change;

b. successful analogical reasoning may also depend on the

metacognitive awareness of the nature and purpose for which

analogy is to be used;

c. conceptual change also requires metacognitive competence as

reflective knowledge on what one knows and in self-regulation while

new knowledge is being developed by integrating it with the

preexisting conceptions system.

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MethodMethodParticipants

• The subjects were sixty fifth graders, between the ages of 10 and 11 years

Procedure (eight sessions)

Individually interviewed

the children were given an outline of the human body and asked to draw the blood journey through it

Discussions

The experimenter introduced the familiar concept (postmen’s delivery)

The experimenter told the correspondences between the mail delivery system and the human circulatory system

The experimenter pointed out all the similarities between the source and the target

Children: drawings, short written texts, free response questions, multiple choice questionnaire.

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ResultsResults1. Understanding of analogy

The levels were the following:

1. similarities between some isolated elements;

2. similarities between many elements but no clear similarity between the postman's two routes and the two blood paths, especially at the departure and arrival points;

3. similarities between many elements and clear similarity between the postman's two routes and the two blood paths;

4. clear and complete understanding of the relational structure;

5. complete understanding and recognition of where the analogy breaks down

5. Complete understand the analogy

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ResultsResults2. Conceptual understanding of the science topic

• Synthetic as a product of the children’s efforts to integrate Synthetic as a product of the children’s efforts to integrate

old and new information, contains some misconceptionsold and new information, contains some misconceptions

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ResultsResults3. Understanding the analogy and conceptual understanding of the

topic

• Children who better understood the analogy, completely Children who better understood the analogy, completely grasping its relational structure, reached a better grasping its relational structure, reached a better understanding of the circulatory system, changing a less understanding of the circulatory system, changing a less advanced mental model of the blood path with a more advanced mental model of the blood path with a more advanced one.advanced one.

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ResultsResults4. Understanding the analogy and metacognitive awareness of the

analogy purpose and use

• This indicates that children who better grasped the relational This indicates that children who better grasped the relational structure of the analogy were more aware of the analogical structure of the analogy were more aware of the analogical correspondences between the two systems which led them to learn correspondences between the two systems which led them to learn the two blood circulations.the two blood circulations.

• Consequently, the analogy induced the restructuring of their own Consequently, the analogy induced the restructuring of their own conceptions. conceptions.

• Children who detected similarities between the two systems but not Children who detected similarities between the two systems but not the deep structure, tended to perceive and use the analogy as a tool the deep structure, tended to perceive and use the analogy as a tool to understand 'local relations' in the topic.to understand 'local relations' in the topic.

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ResultsResults5. Conceptual understanding of the topic and metacognitive

awareness of the analogy purpose and use

• Children who were aware of the ultimate aim of the analogy Children who were aware of the ultimate aim of the analogy

effectively assimilated it in their conceptual ecology. effectively assimilated it in their conceptual ecology.

• Thus, they were able to integrate new information into their Thus, they were able to integrate new information into their

preexisting mental models by changing them.preexisting mental models by changing them.

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Educational implicationsEducational implications• These results point to the fact that These results point to the fact that

– analogy can be a powerful tool in teaching and learning analogy can be a powerful tool in teaching and learning

complex concepts under certain conditionscomplex concepts under certain conditions

– it should beit should be deeply understooddeeply understood, , perceived in its meaning perceived in its meaning

and instructional goaland instructional goal, , used as an effective mean to used as an effective mean to

integrate prior and new informationintegrate prior and new information..

– in this way analogy can generatein this way analogy can generate meaningful learningmeaningful learning..

– Analogical reasoning should contribute toAnalogical reasoning should contribute to avoid inert avoid inert

knowledge, knowledge, by structuring functionally flexible and by structuring functionally flexible and

accessible informationaccessible information

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Educational implicationsEducational implications• First of all, great attention must be paid to students' mapping First of all, great attention must be paid to students' mapping

processes when a potential interdomain analogical source is processes when a potential interdomain analogical source is

made explicit, as they do not have to identify it, but have to made explicit, as they do not have to identify it, but have to

understand the ways in which the new concepts are similar to the understand the ways in which the new concepts are similar to the

familiar source.familiar source.

• Second, the use of analogies as personal, constructive, effective Second, the use of analogies as personal, constructive, effective

devices requires that attention be paid to those kinds of devices requires that attention be paid to those kinds of

constraints.constraints.

• Third, the effective use of analogy for knowledge restructuring is Third, the effective use of analogy for knowledge restructuring is

related to metaconceptual awareness in students.related to metaconceptual awareness in students.

• Fourth, no analogy is perfect since every one of them breaks Fourth, no analogy is perfect since every one of them breaks

down at some point. down at some point.