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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Analogy, higher order thinking, and education.
Lindsey Engle Richland1, Nina Simms1
1Comparative Human Development, University of Chicago, Chicago, IL, USA.
Wiley Interdisciplinary Reviews. Cognitive Science
|August 12, 2015
Summary
Analogical reasoning, or relational reasoning, is key to higher-order thinking in education. Explicit support is needed for students to effectively use analogies for deeper learning across subjects.
Area of Science:
- Cognitive Science
- Educational Psychology
- Science Education
Background:
- 21st-century education prioritizes flexible, conceptual thinking over memorization.
- Lack of a cognitive definition for higher-order thinking hinders coherence in research and practice.
- Analogical reasoning is crucial for understanding phenomena as structured relationships.
Purpose of the Study:
- To propose relational reasoning as the cognitive basis for higher-order thinking.
- To review literature on analogy and disciplinary higher-order thinking.
- To explore the utility of this framework in educational contexts.
Main Methods:
- Literature review of analogy research.
- Analysis of higher-order thinking in disciplinary contexts (mathematics, science, history).
- Conceptual framework development linking relational reasoning to higher-order thinking.
Main Results:
- Relational reasoning provides a cognitively grounded definition for higher-order thinking.
- Analogy is essential for developing expert-like disciplinary knowledge.
- Effective use of analogy requires explicit instructional support for learners.
Conclusions:
- Relational reasoning underpins higher-order thinking and expert knowledge acquisition.
- Educational practices should explicitly support the development of analogical reasoning skills.
- This framework enhances coherence between cognitive science and educational practices.
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