Effects of task context and domain knowledge on analogical transfer of science knowledge.
Item
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Title
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Effects of task context and domain knowledge on analogical transfer of science knowledge.
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Identifier
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AAI9130375
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identifier
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9130375
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Creator
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Solomon, Ines de Gregoriis.
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Contributor
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Adviser: Carol Tittle
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Date
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1991
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Sciences | Education, Curriculum and Instruction
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Abstract
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An analogy is used when commonalities inferred between past experiences and a current event increase comprehension or help solve a problem. In introductory science courses, teachers often use analogies to bridge gaps between students' limited domain knowledge and the specific concept under study (positive transfer). Yet, for over a half century, analogical transfer studies show that approximately ninety percent of subjects tested do not transfer causal relationships in an analog to the problem they wish to solve.;This study suggests that context dependency and a learner's type of knowledge base are implicated in poor analogical transfer in experimental conditions. The contexts hypothesized to influence positive analogical transfer are those in which the analogs are (1) structurally associated with relationships in a target science task and are (2) phrased in a problem format. The form of prior knowledge, general or specific, was also hypothesized to predict positive analogical transfer in the science classroom.;The subjects, 266 freshmen in an urban high school, received three weeks of specific science instruction in their classrooms, by their science teachers. Prior to intervention, two knowledge assessments of their general and specific science knowledge were made. After random assignment to one of four experimental groups, the students read one of four analogs that differed in type (isomorphic in structure or in surface) and format (in problem or story form). They and a control group then attempted to solve a problem concerning the specific concept they had studied earlier. The problem was typical for science students.;All aspects of the study--instruction, knowledge assessments, and interventions--were carried out in the classroom. Results of a priori contrasts based on a randomized block design, and multiple regression analyses showed that specific contexts of analog type and format enhanced analogical transfer for the students in this study. Moreover, given knowledge of the students' group assignment and treatment, the form of the students' prior knowledge was a factor that increased the accuracy of the prediction of successful analogical transfer.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
