Analyzing Analogies...continued:
The teacher taught "analogy construction" as part of the 2-week curriculum.
Teacher-generated analogies were described using the General Model of Analogy Teaching (GMAT). GMAT is a 9-stage process beginning with "measure some of the students' characteristics related to analogical learning in general." Other stages include judging "the appropriateness of the analogy to be used" and evaluating "the outcomes of using the analogy in teaching" (p. 6).
Following direct instruction on protein synthesis including lecture, worksheets, and video, students were given the analogy assignment. The assignment had four distinct parts.
- Ten "key words in protein synthesis (i.e., DNA, mRNA, amino acids, proteins, ribosomes, tRNA, endoplasmic reticulum, codon, anticodon, peptide bonds)" were provided to students.
- Students had to use verbs in defining the terms (e.g., "messenger RNA delivers a message, as opposed to messenger RNA looks like half of a ladder [emphasis Pittman's]"). They also had to use a single topic, like "city," versus many topics, like "city, factory, and shopping mall," in developing their analogy.
- Students had to fill out a form where they described how each of their components was "like and unlike the concept of protein synthesis."
- Students were asked to "illustrate and label the relationships in their analogies" in addition to the written analogy, (p. 6-7)
Students presented their analogies individually to the class. Each received individual feedback on their analogy from the teacher. After the presentations and the unit examination, they "completed a survey on analogy use, were interviewed, and tested immediately at the conclusion of the unit, and 1 month later" (p. 7).
|
Science Education Reform Index
