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This study investigated the types of student-generated analogies, the mapping understanding, and the mapping errors in concept learning on the reaction rate with generating analogy by the students' logical thinking levels. Six classes of tenth graders (N=153) at a high school were assigned to the two groups of generating analogies on the target concepts such as 'concentration and reaction rate' and 'temperature and reaction rate'. After the students of each group were taught about the target concept in the first class, the students generated analogies on the target concept. The test of the mapping understanding on self-generated analogy was then administered in the second class. Analysis of the results revealed that the number of students who generated analogies were less than the half of subjects, and the students who generated analogies had more higher logical thinking level than the others. The types of student-generated analogies were more influenced by the features of the target concepts rather than the students' logical thinking level. There were also differences in the mapping understanding and the mapping errors in learning with generating analogy, according to the features of the target concepts and the students' logical thinking level. Educational implications of these findings are discussed.

journal of the korean chemical society

An Investigation of the Types of Student-Generated Analogies, the Mapping Understanding, and the Mapping Errors in Concept Learning on the Reaction Rate with Generating Analogy