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Het gebruik van analogieën bij het ontdekken van interacties tijdens onderzoekend leren

Braak, A.M. ter (2013) Het gebruik van analogieën bij het ontdekken van interacties tijdens onderzoekend leren.

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Abstract:Aim of this study was to examine the effectiveness of analogy support in inquiry learning. The study was conducted with primary schoolchildren (n = 131) who worked on two inquiry tasks. Students were assigned to a control condition, analogy condition or an analogy + structure map condition based on their scholastic achievement (Cito) scores arithmetic and reading. The children in the control condition started immediately after instruction with the learning tasks without any support. The children in the analogy condition received the same instruction but after that they read an analogy story and were given a hint that the analogy would help them in solving the learning tasks. The children in the analogy + structure map condition received the same instruction but after reading the analogy story they also used a structure map as a support tool. It was expected that the learners in the two experimental conditions would discover more interactions and therefore reach higher learning gains than learners in the control condition. Data indicated that the analogy manipulation only had no effect. However, the analogy + structure map manipulation proved to be an effective way to prime children for interactions and make them better in finding interactions. It looks like the structure map provides a deeper understanding what causes higher interaction scores. It can be concluded that analogies can be effective in discovering interactions, provided that they are sufficiently supported.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/63547
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