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Analogies as categorization phenomen...

University of Maryland, College Park.

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Analogies as categorization phenomena: Studies from scientific discourse.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analogies as categorization phenomena: Studies from scientific discourse./
Author:	Atkins, Leslie Jill.
Description:	325 p.
Notes:	Chair: David Hammer.
Contained By:	Dissertation Abstracts International65-11B.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3153159
ISBN:	9780496136933

Analogies as categorization phenomena: Studies from scientific discourse.
Atkins, Leslie Jill.

Analogies as categorization phenomena: Studies from scientific discourse. - 325 p.

Chair: David Hammer.

Thesis (Ph.D.)--University of Maryland, College Park, 2004.

Studies on the role of analogies in science classrooms have tended to focus on analogies that come from the teacher or curriculum, and not the analogies that students generate. Such studies are derivative of an educational system that values content knowledge over scientific creativity, and derivative of a model of teaching in which the teacher's role is to convey content knowledge. This dissertation begins with the contention that science classrooms should encourage scientific thinking and one role of the teacher is to model that behavior and identify and encourage it in her students. One element of scientific thinking is analogy. This dissertation focuses on student-generated analogies in science, and offers a model for understanding these. I provide evidence that generated analogies are assertions of categorization, and the base of an analogy is the constructed prototype of an ad hoc category. Drawing from research on categorization, I argue that generated analogies are based in schemas and cognitive models. This model allows for a clear distinction between analogy and literal similarity; prior to this research analogy has been considered to exist on a spectrum of similarity, differing from literal similarity to the degree that structural relations hold but features do not. I argue for a definition in which generated analogies are an assertion of an unexpected categorization: that is, they are asserted as contradictions to an expected schema.

ISBN: 9780496136933Subjects--Topical Terms:

1017897
Education, Sciences.

Analogies as categorization phenomena: Studies from scientific discourse.
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100 1 $a Atkins, Leslie Jill. $3 1034209
245 1 0 $a Analogies as categorization phenomena: Studies from scientific discourse.
300 $a 325 p.
500 $a Chair: David Hammer.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: B, page: 5775.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2004.
520 $a Studies on the role of analogies in science classrooms have tended to focus on analogies that come from the teacher or curriculum, and not the analogies that students generate. Such studies are derivative of an educational system that values content knowledge over scientific creativity, and derivative of a model of teaching in which the teacher's role is to convey content knowledge. This dissertation begins with the contention that science classrooms should encourage scientific thinking and one role of the teacher is to model that behavior and identify and encourage it in her students. One element of scientific thinking is analogy. This dissertation focuses on student-generated analogies in science, and offers a model for understanding these. I provide evidence that generated analogies are assertions of categorization, and the base of an analogy is the constructed prototype of an ad hoc category. Drawing from research on categorization, I argue that generated analogies are based in schemas and cognitive models. This model allows for a clear distinction between analogy and literal similarity; prior to this research analogy has been considered to exist on a spectrum of similarity, differing from literal similarity to the degree that structural relations hold but features do not. I argue for a definition in which generated analogies are an assertion of an unexpected categorization: that is, they are asserted as contradictions to an expected schema.
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650 4 $a Physics, General. $3 1018488
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