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Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献
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In the past twenty years many countries have implemented new approaches to the teaching of geometry at school level. In England, most schools seem to have changed towards an experimental science approach to geometry, whilst a significant number appear to have continued the traditional geometry of Euclid. The new approach uses a great variety of techniques, and thereby loses coherence: it is based largely on practical work and seems to have forsaken the deductive approach entirely.The paper attempts to quantify the present situation in England and suggests a way of building upon the experimental science approach to provide a unified knowledge of spatial configurations through deductive methods. 相似文献
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This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. 相似文献
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Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study. 相似文献