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Playing with a double-edged sword: A...

Orgill, MaryKay.

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Playing with a double-edged sword: Analogies in biochemistry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Playing with a double-edged sword: Analogies in biochemistry./
Author:	Orgill, MaryKay.
Description:	430 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: B, page: 5489.
Contained By:	Dissertation Abstracts International64-11B.
Subject:	Chemistry, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3113854

Playing with a double-edged sword: Analogies in biochemistry.
Orgill, MaryKay.

Playing with a double-edged sword: Analogies in biochemistry. - 430 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: B, page: 5489.

Thesis (Ph.D.)--Purdue University, 2003.

Analogy pervades our everyday reasoning. No situation we encounter is exactly like a situation we have encountered previously, and our ability to learn and survive in the world is based on our ability to find similarities between past and present situations and use the knowledge we have gained from past situations to manage current situations. Analogies can be powerful teaching tools because they can make new material intelligible to students by comparing it to material that is already familiar. It is clear, though, that not all analogies are good and that not all good analogies are useful to all students. In this study, I have used textbook analysis, classroom observations, student interviews and instructor interviews to determine the role that analogies play in biochemistry learning. Analogies are an important teaching technique in biochemistry classes, being used more often in both biochemistry classes and textbooks than they are in high school chemistry classes and textbooks. Most biochemistry students like, pay particular attention to, and remember the analogies their instructors provide; and they use these analogies to understand, visualize, and recall information from class. Even though students like and use analogies, they do not understand what analogies are or the mechanism by which they improve learning. For the students, analogies are simply any teaching technique that eases understanding, visualization, or recall. Instructors, on the other hand, have a good understanding of what analogies are and of how they should be presented in class; but they do not use analogies as effectively as they should. They do not plan, explain or identify the limitations of the analogies they use in class. However, regardless of how effectively instructors present analogies in class, this study indicates that, in general, analogies are useful in promoting understanding, visualization, recall, and motivation in biochemistry students at all levels. They would be even more useful if students understood what analogies are and how they can be used to improve understanding of biochemical concepts.Subjects--Topical Terms:

1021807
Chemistry, General.

Playing with a double-edged sword: Analogies in biochemistry.
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100 1 $a Orgill, MaryKay. $3 1951688
245 1 0 $a Playing with a double-edged sword: Analogies in biochemistry.
300 $a 430 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: B, page: 5489.
500 $a Major Professor: George M. Bodner.
502 $a Thesis (Ph.D.)--Purdue University, 2003.
520 $a Analogy pervades our everyday reasoning. No situation we encounter is exactly like a situation we have encountered previously, and our ability to learn and survive in the world is based on our ability to find similarities between past and present situations and use the knowledge we have gained from past situations to manage current situations. Analogies can be powerful teaching tools because they can make new material intelligible to students by comparing it to material that is already familiar. It is clear, though, that not all analogies are good and that not all good analogies are useful to all students. In this study, I have used textbook analysis, classroom observations, student interviews and instructor interviews to determine the role that analogies play in biochemistry learning. Analogies are an important teaching technique in biochemistry classes, being used more often in both biochemistry classes and textbooks than they are in high school chemistry classes and textbooks. Most biochemistry students like, pay particular attention to, and remember the analogies their instructors provide; and they use these analogies to understand, visualize, and recall information from class. Even though students like and use analogies, they do not understand what analogies are or the mechanism by which they improve learning. For the students, analogies are simply any teaching technique that eases understanding, visualization, or recall. Instructors, on the other hand, have a good understanding of what analogies are and of how they should be presented in class; but they do not use analogies as effectively as they should. They do not plan, explain or identify the limitations of the analogies they use in class. However, regardless of how effectively instructors present analogies in class, this study indicates that, in general, analogies are useful in promoting understanding, visualization, recall, and motivation in biochemistry students at all levels. They would be even more useful if students understood what analogies are and how they can be used to improve understanding of biochemical concepts.
590 $a School code: 0183.
650 4 $a Chemistry, General. $3 1021807
650 4 $a Education, Sciences. $3 1017897
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