Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention

Autor/inn/en	Tise, Joseph C.; Sperling, Rayne A.; Dann, Michael S.; Young, Taylor M.
Titel	Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention
Quelle	In: CBE - Life Sciences Education, 22 (2023) 1, Artikel 10 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1187/cbe.22-05-0084
Schlagwörter	Logical Thinking; Learning Strategies; Biology; Science Instruction; College Science; Plants (Botany); Animals; Physiology; Cognitive Processes; Metacognition; Intervention; Program Effectiveness; Undergraduate Students; Grades (Scholastic); Knowledge Level + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pflanze; Animal; Tier; Tiere; Physiologie; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Wissensbasis
Abstract	Analogical reasoning is an important type of cognition often used by experts across domains. Little research, however, has investigated how generating analogies can support college students' self-regulated learning (SRL) of biology. This study therefore evaluated a contextualized cognitive learning strategy intervention designed to teach students to generate analogies as a learning strategy to aid learning within a university biology course. Participants (n = 179) were taught how to generate analogies as a learning strategy to learn about plant and animal physiology. We hypothesized the quality of students' generated analogies would increase over time, and their analogical reasoning, knowledge of cognition (KOC; a component of metacognitive awareness), and course performance would be higher after intervention, controlling for associated pre-intervention values. Regression analyses and repeated-measures analysis of variance indicated a positive relationship between generated-analogy quality and analogical reasoning, and increased analogy quality after intervention. No change in reported KOC was observed, and analogy quality did not predict course performance. Findings extend understanding of strategies that can support college students' biology learning. Researchers and practitioners can leverage our approach to teaching analogies in their own research and classrooms to support students' SRL, analogical reasoning, and learning. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01