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Instructional Effects of Multiple Analogies on Conceptual Understanding and Learning Motivation
Instructional Effects of Multiple Analogies on Conceptual Understanding and Learning Motivation
Journal of the Korean Chemical Society. 2001. Apr, 45(2): 177-182
  • Published : April 00, 2001
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Kwon, Hyeok Soon
Noh, Tae Hee

Abstract
An instructional model using multiple analogies according to component process (MACP) was designed on the vasis of schema theory and comornent process theory in analogical reasoning. This model has �� phases: introducting multiple analsgs, extracting multiple analogs, extracting common attributes of analogs, introducing target conanother context. Te instructional effects of this model upon students' conceptual understanding and learning motivation were compared with those of the Teaching-With-Analogy (TWA) and non-analogy instructions. Three classes of 8th grade were randomly assigned to MACP, TWA, and control group, respectively, Subjects were taught about chemical changes and reactions for 10 class hours. The ANCOVA results indicated that the scores of the conceptions test for the MACP group were significantly higher than for the control graup. However, no significant differences were found among the three groups in the test scores of learning motivation.??��?�����??