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An Analysis of the Effectiveness of Teacher Versus Student-Generated Science Analogies on Comprehension in Biology and Chemistry

Cooley Hagans, Cristin D.
http://rave.ohiolink.edu/etdc/view?acc_num=def1281549287

Abstract Details

2003, Master of Arts in Education, Defiance College, Education.
This action research project investigated the use of analogy in high school biology and chemistry classes in a rural northwest Ohio classroom environment. Each student was randomly assigned to one of three experimental groups: control, teacher-generated analogy, or student-generated analogy. Biology classes were working on the concept of cell organelles and chemistry classes were studying electron arrangement of the atom. Pre-tests were administered to assess prior knowledge on the topics. For two instructional classroom days, students in the control group read text and answered questions on the assigned topic. The students in the teacher analogy group filled out teacher designed analogical guides on either the cell as a factory or the atom structure as an apartment. Student-generated analogy groups created their own analogical guides. Post-test assessments were used to measure students' rate of gain for concept comprehension. Results for the biology classes showed the greatest increase in pre-test versus post-test scores for the teacher-generated analogy groups, followed by the control, and last, the student-generated analogy groups. In the chemistry classes, the control groups had the highest rate of gain, followed by the teacher-generated groups, and again, the student-generated analogy group scores were lowest.
James Bray (Advisor)
Suzanne McFarland (Committee Member)
59 p.
Biology; Chemistry
biology; chemistry; high school; analogy; cell organelles; electrons; atoms

Recommended Citations

Citations

  • Cooley Hagans, C. D. (2003). An Analysis of the Effectiveness of Teacher Versus Student-Generated Science Analogies on Comprehension in Biology and Chemistry [Master's thesis, Defiance College]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=def1281549287

    APA Style (7th edition)

  • Cooley Hagans, Cristin. An Analysis of the Effectiveness of Teacher Versus Student-Generated Science Analogies on Comprehension in Biology and Chemistry. 2003. Defiance College, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=def1281549287.

    MLA Style (8th edition)

  • Cooley Hagans, Cristin. "An Analysis of the Effectiveness of Teacher Versus Student-Generated Science Analogies on Comprehension in Biology and Chemistry." Master's thesis, Defiance College, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281549287

    Chicago Manual of Style (17th edition)

def1281549287
2,144
© 2003, all rights reserved.
This open access ETD is published by Defiance College and OhioLINK.