scholarly journals The Benefits and Challenges of Analogical Comparison in Learning and Transfer

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Shiva Hajian
Keyword(s):  
Prior Knowledge ◽  
Higher Order Thinking ◽  
Ample Evidence ◽  
Higher Level Thinking ◽  
New Information ◽  
New Concepts ◽  
Potential Benefits ◽  
Instruction And Learning ◽  
Analogical Comparison ◽  
Scaffolding Strategy

There is ample evidence that analogy can be employed as a powerful strategy for learning new concepts, transferring knowledge, and promoting higher level thinking. Similarly, self-explanation has been shown as an effective strategy in learning, integrating new information with prior knowledge, and monitoring and revision of previous mental models (Chi et al., 1989). While both of these strategies are considered efficient scaffolding in the field of instruction and learning, each individual strategy has its own limitations and constraints such as overgeneralization, disregarding details, and possible erroneous reasoning. To investigate whether these constrains can be overcome, a review of literature was conducted and each individual scaffolding strategy was studied. At the end, the potential benefits of integrating both strategies – generating explanation using analogical comparison – were discussed. It was hypothesized that prompting learners to explain analogical cases (analogy induced self-explanation) may greatly enhance learning through activation of prior knowledge, structured linking, categorical learning and higher order thinking. This integration may lead to a revised model of self-explanation with higher productivity and less constraints on the process of knowledge acquisition and generalization.

scholarly journals Use of portfolios to correct alternative conceptions and enhance learning

2010 ◽  
Vol 2 (1) ◽  
pp. 26-43
Author(s):  
Takawira Kazembe
Keyword(s):  
Student Teachers ◽  
Prior Knowledge ◽  
Test Scores ◽  
Research Study ◽  
Alternative Conceptions ◽  
First Year ◽  
Science Student ◽  
Teacher Training College ◽  
Primary School Student ◽  
New Information

Forty first-year primary school student teachers at a Teacher Training College in Masvingo Province, Zimbabwe, participated in an action research study, employing the science student portfolio, during February to July, 2008 . They used the portfolio to record their prior knowledge about the lesson topic, new information learnt during the lesson, and how the new information related to their prior knowledge. Comments on lessons, monthly tests and assignment scores, reflections and a page-long conclusion were also recorded in the portfolio. The monthly test scores improved as the study progressed. Interviews revealed that alternative conceptions emanated from teachers, peers, textbooks, and the failure of students to understand teachers’ explanations. Students’ and administration’s comments revealed stakeholders’ satisfaction with the portfolio’s effectiveness.

scholarly journals Development of worksheet based on high-order thinking skills to improve high-order thinking skills of the students

2018 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Yennita Yennita ◽  
Isra Khasyyatillah ◽  
Gibran Gibran ◽  
Mitri Irianti
Keyword(s):  
Data Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Average Score ◽  
Thinking Skill ◽  
Ability Test ◽  
Higher Level Thinking ◽  
High Order Thinking

This research aimed to develop high order thinking skills  workheet in momentum, impulse, and collision topic for senior high school This type of research is Research and Development  follow 4D models, includes : define, design, develop and disseminate. Data collection instruments used validation sheets for given to 5 validator, Aspects assessed include graphic, presentation, language, and the contents of workheet. Based on the result of data analysis showed that all aspects got average score in the range of 3.4 to 4 with categories of  very high. Thus, high order thinking skills was valid. For the purposes of testing the worksheet is given on 68 students. to measure the effectiveness of worksheet used  Higher Level Thinking Ability Test that amounts to 12 items. Based on the result of data analysis indicate, There is difference of higher order thinking skill of students who use HOTS worksheet than who are not use HOTS worksheet, where the average Higher Order Thinking Skill on students who use HOTS worksheet higher

scholarly journals Monitor - an information system for improved municipal environmental management

2019 ◽  
pp. 105-111
Author(s):  
Björn Frostell
Keyword(s):  
Information System ◽  
Research Effort ◽  
Joint Research ◽  
New Information ◽  
Environmental Information System ◽  
Potential Benefits ◽  
State Of The Environment ◽  
The City ◽  
Monitor Data

MONITOR is a joint research effort between a number of research institutions and the city of Stockholm. It aims at developing an environmental information system based on (i) accounlings of flows and stocks of materials and energy (environmental pressure) as well as describing the (ii) state of the environment and the (iii ) environmental impact in an integrated way. In MONITOR, data from existing environmental monitoring in Stockholm is integrated with new information on material flows and stocks. A first prototype, illustrating the potential benefits of MONITOR has been developed. A long-term goal is to develop a tool for an improved economising of materials and energy in the Stockholm region. In the paper, the MONITOR programme is presented as well as initial practical approaches to the work.

Exploring Consumers' Willingness to Contribute to Internet Web Sites

2001 ◽  
pp. 176-186 ◽  
Author(s):  
Benedict G.C. Dellaert
Keyword(s):  
Web Sites ◽  
Economic Value ◽  
Economic Benefits ◽  
Production Costs ◽  
New Information ◽  
Consumer Networks ◽  
Potential Benefits ◽  
Additional Value ◽  
Technology Structure ◽  
Other Consumers

One of the most interesting opportunities when introducing e-commerce in producer consumer networks is that the new information technology structure may be used to empower consumers to be more active participants in the economic value creation process (e.g., Hoffman and Novak, 1996; Alba et al., 1997). Consumers may for example create their own personalized version of a Web site or services, or communicate with other consumers about products they have bought. Many Internet-based firms have recognized the potential benefits of these opportunities and are encouraging consumers to make contributions to their Web sites. Some examples of Web sites encouraging various types of consumer contributions are presented in Table 1. Allowing consumers to contribute more actively to different stages of the supply chain can create three main types of economic benefits. First, consumers can assist producers in achieving lower production costs and creating higher consumption utility for the consumer’s own benefit (e.g., by lowering transaction costs or by allowing producers to make more customized products). Secondly, they can also assist producers in generating similar benefits for other consumers. Thirdly, the Internet can be a vehicle through which consumers can generate additional value for each other, directly and without business intermediation (e.g., by providing suggestions for new product designs or by sharing information about past consumption experiences).

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Teaching Metacognition Experientially

2017 ◽  
Vol 44 (4) ◽  
pp. 298-305 ◽  
Author(s):  
Aaron S. Richmond ◽  
Anastasia M. Bacca ◽  
Jared S. Becknell ◽  
Ryan P. Coyle
Keyword(s):  
Experiential Learning ◽  
Prior Knowledge ◽  
Direct Instruction ◽  
Self Efficacy ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Process Information ◽  
New Information ◽  
Course Material ◽  
Past Experiences

We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant’s knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material.

Advance Organizers: A Review of the Research—Part I

1992 ◽  
Vol 22 (3) ◽  
pp. 259-272 ◽  
Author(s):  
Thomas R. Williams ◽  
Earl C. Butterfield
Keyword(s):  
Prior Knowledge ◽  
Expository Text ◽  
Empirical Studies ◽  
Advance Organizers ◽  
The Past ◽  
New Information ◽  
Information Research ◽  
Meaningful Context ◽  
Methodological Problems

This article reviews previous research on advance organizers, introductory text adjuncts intended to provide the reader of expository text with a meaningful context within which to process unfamiliar, or difficult, new information. Research conducted during the past thirty years well documents the fact that advance organizers do, indeed, inspire significant increases in comprehension among readers whose prior knowledge “subsumers” are inadequate to provide a necessary assimilative context. One issue on which theorists yet disagree, however, is the efficacy of advance organizers in facilitating the acquisition of subordinate text detail, or facts. Definitional inconsistencies and methodological deficiencies in previous research have clouded this issue. Subsequently in this journal, Part II of this article will present the results of two empirical studies that resolve these methodological problems and specifically address the question of the effects of advance organizers on the acquisition of text detail.

Variation as a cognitive device

Terminology ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Mojca Pecman
Keyword(s):  
Scientific Discourse ◽  
Formation Processes ◽  
Lexical Resources ◽  
Scientific Texts ◽  
New Information ◽  
New Concepts ◽  
Term Variation ◽  
Referential Function ◽  
Sequential Behaviour ◽  
Linguistic Process

In Languages for Specific Purposes (LSPs), variation and term formation are often seen as related phenomena, variation being interpreted as a sign of neology. In scientific discourse though, variation can play specific roles, thereby giving a different dimension to neology as a linguistic process than generally implied in terminological studies. The well-known referential function, consisting of creating new designations for naming new concepts, can be set aside in scientific texts to create space for what we define as the cognitive function: a situation where a scientist purposefully employs term variation as a means for theorising and better explaining a given concept. We argue that Halliday’s “grammatical metaphor” and “given-new” information theory provide an interesting background for understanding scientific term formation processes, and the ensuing issue of terminological variation. Consequently, in this article, we try to place the phenomenon of neology and of terminological variation within the framework of discourse analysis, by devising a method for probing sequential behaviour of terminological variants across text sections. Additionally, this study aims to improve building lexical resources within the ARTES terminological and phraseological multilingual database project, which serves as a support for developing lexicographical and translational skills in students in specialised translation.

scholarly journals Activating students’ prior knowledge of basic science concepts on animal and human system organ

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 280-291
Author(s):  
Mochammad Ahied ◽  
Aida Fikriyah ◽  
Irsad Rosidi ◽  
Laila Khamsatul Muharrami
Keyword(s):  
Prior Knowledge ◽  
Learning Process ◽  
Basic Science ◽  
Knowledge Score ◽  
Average Score ◽  
New Concepts ◽  
Initial Learning ◽  
Organ Systems ◽  
Quantitative Descriptive ◽  
High Level

This study aimed to analyze students' prior knowledge of basic science subjects, especially in organ systems concepts in animals and humans. This research was conducted on the lecture of Basic Science toward 46 students in Science Education class. Data were collected using a diagnostic test consisting of 12 essay questions in the first meeting before the learning process was implemented. Furthermore, findings obtained in this study were analyzed using quantitative descriptive method. Findings of the study indicated that students’prior knowledge reached a low level, with 4.8 on the average score. From out of 46 students in this study, six students reached high prior knowledge score. In contrast, 40 students reached below a high level. It can be concluded that students do not have great prior knowledge. It should be stimulated continually in every initial learning process to comprehend the new concepts during learning activities easily.

scholarly journals Los Efectos de la Instrucción Diferenciada en el Proceso de Lectoescritura de los Estudiantes con Escolaridad Interrumpida

2014 ◽  
pp. 31-49
Author(s):  
Liliana Niño Santisteban
Keyword(s):  
Prior Knowledge ◽  
New Information

El estudio analiza el proceso lectoescritor de un grupo de estudiantes de procesos básicos de un colegio público de Bogotá, Colombia. Los participantes fueron 15 niños hisponoparlantes y jóvenes adolescentes, cuyo nivel más alto de educación corresponde a primer grado de primaria. 8 de los 15 niños pertencen a población desplazada y los otros fueron afectados por la violencia, problemas familiares y dificultades cognitivas. Estos grupos de estudiantes asisten a una escuela pública ubicada en Bogotá, Colombia. La mayoria de estos estudiantes ha visto interrumpida su escolaridad  debido a diversos factores sociales. En consecuencia, en cada salón de clase existen niños de diferentes edades y estratos sociales pertenecientes a la población desplazada. Para intervenir el grupo se usó la instrucción diferenciada, formatos de observación en lectura, escritura y planeación a través de GANAC (Goal, Activating Prior knowledge, New information, Aplication, Generalization), tanto en las clases de lectoescritura como de inglés. Los resultados mostraron por un lado, que hay poco impacto de la instrucción diferenciada en la producción escrita y en la adquisición de vocabulario y por otro, que la instrucción diferenciada sí impactó la comprensión lectora especialmente al hacer inferencias, comparar y contrastar textos narrativos los cuales fueron seleccionados para el estudio.

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