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Using analogy to learn about phenomena at scales outside human perception
Ilyse Resnick1, Alexandra Davatzes2, Nora S Newcombe3
1Department of Psychology, Penn State University Lehigh Valley, 2809 Saucon Valley Road, Center Valley, PA 18034 USA.
Cognitive Research: Principles and Implications
|April 4, 2017
Summary
Learning about geologic time is crucial. Using spatial analogies with consistent elements, like timelines, significantly improves understanding of vast geological timescales.
Area of Science:
- Geoscience education
- Cognitive science
Background:
- Understanding phenomena at scales beyond human perception, such as geologic time, is vital in STEM fields.
- Developing effective educational methods to foster reasoning about these scales is a key objective in STEM education.
Purpose of the Study:
- To investigate the efficacy of analogical reasoning in learning about geologic time.
- To identify specific analogical principles that enhance comprehension of geological timescales.
Main Methods:
- Two experiments were conducted to examine the use of spatial analogies for learning geologic time.
- Methods involved making multiple alignments with spatial analogies (e.g., timelines) and keeping unrelated components constant.
- Hierarchical alignment of scale information and active prediction with immediate feedback were also employed.
Main Results:
- Using spatial analogies with consistent, unrelated components improved understanding of geologic time magnitude.
- Hierarchical and progressive alignment of scale information enhanced learning (Experiment 1).
- Active prediction paired with immediate feedback facilitated better alignment and understanding (Experiments 1 and 2).
Conclusions:
- Spatial analogies, particularly timelines with consistent elements, are effective tools for teaching geologic time.
- Structured alignment strategies, including hierarchical and progressive methods, coupled with active prediction and feedback, significantly improve comprehension of geological timescales.