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When analogy is perceived as such
Author(s) -
Stavy Ruth,
Tirosh Dina
Publication year - 1993
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660301006
Subject(s) - analogy , salient , similarity (geometry) , problem solver , perception , psychology , mathematics education , point (geometry) , physical science , cognitive psychology , concept learning , process (computing) , epistemology , mathematics , computer science , artificial intelligence , geometry , philosophy , neuroscience , image (mathematics) , operating system , mathematical optimization
Analogies play a significant role in the development and acquisition of scientific concepts and ideas. A critical question is: What causes people to perceive situations as analogical? In an attempt to refer to this central issue, we chose to examine situations that are not considered analogical from the scientific point of view, but have similar perceptual properties and might thus be perceived as analogical by students. Students in the 7th–12th grades were presented with problems related to (a) successive division of physical and geometrical objects, and (b) comparison problems related to physical and geometrical objects. Our data suggest that salient external features of the problems (e.g., similar structure, similar process, and figural similarity), as well as factors related to the solver (e.g., age and instruction) largely influence students' responses to the problems. The theoretical framework, however, is not the most influential factor in determining students' responses to the problems.