Cognitive and Metacognitive Aspects in Conceptual Change by Analogy
ISAIJLS Volume 22, Number 3, ISSN 0020-4277
Reports on a qualitative study of teaching-learning by analogy that explores whether fifth-grade students' successful use of analogy in learning science was related to their understanding of a specific analogy; their metacognitive awareness of how the analogy was to be used and of the changes produced in their conceptual structures. (57 references) (KRN)
Mason, L. (1994). Cognitive and Metacognitive Aspects in Conceptual Change by Analogy. Instructional Science: An International Journal of the Learning Sciences, 22(3), 157.
Cited ByView References & Citations Map
Miri Barak, Judson Harward & Steven Lerman, Massachusetts Institute of Technology, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1077–1082
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