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- W2128657187 abstract "Various scientific concepts were taught to students in the third through sixth grades. Some children were taught the concepts using instructional analogies. Each analogy explicitly compared the science concept to a more familiar topic. Other children received expository texts not containing analogies. Students were asked to recall the texts and to answer inference questions about the science concepts. Fourth‐ and sixth‐grade students read the texts on their own in Experiment 1. Students who read the analogical text showed higher levels of performance on inference questions than students who received the non‐analogical texts. In Experiment 2, texts were read aloud to third‐ and fifth‐grade students. The analogical texts were read once, and the nonanalogical texts were read twice to equate the number of times students were exposed to the general principles governing the domains. As in Experiment 1, students who received the analogical texts demonstrated better inferential reasoning than students who received the non‐analogical texts." @default.
- W2128657187 created "2016-06-24" @default.
- W2128657187 creator A5075539532 @default.
- W2128657187 date "2001-03-01" @default.
- W2128657187 modified "2023-10-16" @default.
- W2128657187 title "Using Analogies to Improve Elementary School Students' Inferential Reasoning About Scientific Concepts" @default.
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- W2128657187 doi "https://doi.org/10.1111/j.1949-8594.2001.tb18016.x" @default.
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