428788.pdf (33.06 MB)
Overcoming misconceptions: using bridging analogies to cue scientific ideas
thesis
posted on 2011-01-19, 11:39 authored by Anne NelmesPupils come to physics lessons with some scientifically wrong ideas, sometimes
referred to as misconceptions but often just misplaced conceptions; correct in
some contexts but not in others. It is often difficult to change these
misconceptions.
Analogy has long been used to aid understanding of scientific concepts. However,
the jump between analogue and target is sometimes too great, possibly because the
similarity of the features compared is not significant enough. To improve mapping
of similarities, bridges can be used which are part way between the analogue
(anchor) and target. The anchor usually involves concrete phenomena where the
pupils' intuitive ideas agree with the scientific view. This research looks at the use
of bridging analogies in overcoming misconceptions in several topics. The
conclusion is that, short-term, `traditional' teaching gives better results whereas
the bridging analogy approach may give better long-term retention of concepts.
Rather than trying to overtly use analogy, it may be more effective and less time
consuming to cue the right idea using analogy on a very low key level, without the
pupils realising that an analogy has been used. The idea of cueing correct ideas
comes from work done by diSessa and others on phenomenological primitives (pprims).
These are small knowledge units which are cued to an active state to
explain phenomena. It is hoped the correct p-prim will be cued by use of the
analogy and, if cued repeatedly, will strengthen. Again, research is carried out in
several topics.
The results are interesting. Generally, during the bridging analogy approaches,
there is an increase in the sense of the scientific explanation for the experimental
group even though they do not know why they have become surer of that
explanation. However, the control group has sometimes shown a decrease in the
sense of the scientific explanation.
Although cueing p-prims is quick and easy to do using low-key analogies, it only
works in the short-term and pupils need to understand concepts for long-term
success which may be done more effectively using bridging analogies taught in a
more overt manner.
History
School
- Design and Creative Arts
Department
- Design
Publisher
Loughborough UniversityRights holder
© Anne NelmesPublication date
2005Notes
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.EThOS Persistent ID
uk.bl.ethos.428788Language
- en
Supervisor(s)
Gren Ireson ; Derek Blease ; Ivan Reid ; Phil RobertsQualification name
- PhD
Qualification level
- Doctoral
This submission includes a signed certificate in addition to the thesis file(s)
- I have submitted a signed certificate