Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

Autor/inn/en	Rule, Audrey C.; Baldwin, Samantha; Schell, Robert
Titel	Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes
Quelle	In: International Journal of Science Education, 30 (2008) 9, S.1159-1182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Animals; Pretests Posttests; Hands on Science; Grade 2; Computer Assisted Instruction; Elementary School Science; Elementary School Students; Science Instruction; Internet; Puppetry; Logical Thinking + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; School year 02; 2. Schuljahr; Schuljahr 02; Computer based training; Computerunterstützter Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Puppenspiel
Abstract	This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week-long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial [eta][superscript 2] = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second-grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction. (Contains 8 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10