Teaching models in the use of analogies as a resource in the science classroom

被引:16
|
作者
Oliva, Jose Ma
Azcarate, P.
Navarrete, A.
机构
[1] Inst Educ Secundaria Fuerte Cortadura, Cadiz, Spain
[2] Univ Cadiz, Cadiz, Spain
关键词
analogies; professional development; hypothesis of progression; teaching models; teaching profiles;
D O I
10.1080/09500690600708444
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The present work discusses, firstly, different dimensions that characterize the use of analogies in the classroom. Foremost among these are the pupil's level of activity and the degree of monitoring carried out by the teacher. Secondly, the routines declared by a group of science teachers (n = 73), when they described their classroom activity in using analogies, are analysed. It was found that most of the teachers corresponded to traditional models for the use of analogies, or, in the best of cases, to models based on meaningful learning by transmission/reception of previously elaborated knowledge. Finally, some implications for teaching and teacher education are discussed.
引用
收藏
页码:45 / 66
页数:22
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