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A comparison of analogical and quant...

Lin, Sunny San-Ju.

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A comparison of analogical and quantitative methods for teaching mechanical functions in science education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of analogical and quantitative methods for teaching mechanical functions in science education./
Author:	Lin, Sunny San-Ju.
Description:	87 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0102.
Contained By:	Dissertation Abstracts International57-01A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9617109

A comparison of analogical and quantitative methods for teaching mechanical functions in science education.
Lin, Sunny San-Ju.

A comparison of analogical and quantitative methods for teaching mechanical functions in science education. - 87 p.

Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0102.

Thesis (Ph.D.)--University of Southern California, 1995.

Previous studies found that beginning and experienced students had great difficulty acquiring concepts of motion and mechanical function. The mental model approach and the common sense model provided competitive explanations for the difficulty and recommendations of how science instruction can intervene.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

A comparison of analogical and quantitative methods for teaching mechanical functions in science education.
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035 $a (UnM)AAI9617109
035 $a AAI9617109
040 $a UnM $c UnM
100 1 $a Lin, Sunny San-Ju. $3 1907332
245 1 2 $a A comparison of analogical and quantitative methods for teaching mechanical functions in science education.
300 $a 87 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0102.
500 $a Adviser: Richard E. Clark.
502 $a Thesis (Ph.D.)--University of Southern California, 1995.
520 $a Previous studies found that beginning and experienced students had great difficulty acquiring concepts of motion and mechanical function. The mental model approach and the common sense model provided competitive explanations for the difficulty and recommendations of how science instruction can intervene.
520 $a This study intended to examine the controversy about science instruction between these two approaches. A "more analogical instructional program" based on the mental model approach and a "more quantitative instructional program" based on the common sense model were designed. Students' prior knowledge of physics and task complexity were introduced in the analysis of adaptability for the two treatments.
520 $a The quantitative instructional program emphasized on mathematical reasoning and presented teaching material via a less elaborate media attribute (static pictures). While, the analogical instructional program taught visual reasoning and presented material via a more elaborate media attribute (simulation). These two treatments followed the same instructional strategies suggested by Clark (1990). A simple machine, pulley, has been chosen as the learning task.
520 $a One hundred and thirteen subjects were randomly selected from Tamkang University in Taiwan. Their problem solving performance was the dependent variable.
520 $a The results confirmed findings of the common sense model which acknowledge the limitation of simulation. The presumed levels of task complexity were also confirmed. Subjects though had learned pulley in high school performed poorly in the most complex tasks of pretest.
520 $a Analyses showed that after instruction students in both treatment groups achieved equally well at every task level (simple, complex, and most complex). For both groups, performances in the simple and complex levels were about the same which in turn were signficantly better than the performance in the most complex level. Such findings go against the arguments of proponents of the mental model approach.
520 $a In the learning of the most complex task, subjects whose prior knowledge were higher benefited more from the quantitative treatment, while subjects whose prior knowledge were lower benefited more from the analogical treatment. This result suggests that in the selection of adaptive instruction science educators should take prior knowledge into consideration.
590 $a School code: 0208.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Technology. $3 1017498
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690 $a 0714
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 57-01A.
790 1 0 $a Clark, Richard E., $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9617109