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- W2968731569 abstract "Teachers go to class to teach their students. One may question how often teachers use students' visualisation of a concept to probe students' understanding and to improve their own teaching. This paper focuses on the link between analogical reasoning and mental modelling in the teaching of electric circuits. A study conducted with 17-year-old physics students of different ability is described. From the results of a pre-test, post-test and semi-structured interviews using an 'analogy prompt', it will be shown how, when learning is meaningful, analogy generation can be developed and modified easily by students to relate the analogue to the target in question, thus providing evidence of the existence of scientific models of concepts in the minds of the students. It will be argued that the teaching of abstract concepts may be improved by using analogies indicated by high ability/gifted students who manage to develop a scientific view of concepts in question." @default.
- W2968731569 created "2019-08-22" @default.
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- W2968731569 date "2019-08-01" @default.
- W2968731569 modified "2023-09-25" @default.
- W2968731569 title "Using students’ learning to improve teaching: the case of the cream rising to the top" @default.
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- W2968731569 doi "https://doi.org/10.1088/1742-6596/1286/1/012009" @default.
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