Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention

被引:1
|
作者
Tise, Joseph C. [1 ]
Sperling, Rayne A. [2 ]
Dann, Michael S. [3 ]
Young, Taylor M. [2 ]
机构
[1] Texas A&M Univ, Dept Teaching Learning & Culture, College Stn, TX 77843 USA
[2] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA
[3] Penn State Univ, Dept Biol, University Pk, PA 16802 USA
来源
CBE-LIFE SCIENCES EDUCATION | 2023年 / 22卷 / 01期
关键词
SELF-REGULATED LEARNER; EXPOSITORY TEXT; INSTRUCTION; KNOWLEDGE;
D O I
10.1187/cbe.22-05-0084
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Analogical reasoning is an important type of cognition often used by experts across do-mains. Little research, however, has investigated how generating analogies can support college students' self-regulated learning (SRL) of biology. This study therefore evaluated a contextualized cognitive learning strategy intervention designed to teach students to generate analogies as a learning strategy to aid learning within a university biology course. Participants (n = 179) were taught how to generate analogies as a learning strategy to learn about plant and animal physiology. We hypothesized the quality of students' generated analogies would increase over time, and their analogical reasoning, knowledge of cogni-tion (KOC; a component of metacognitive awareness), and course performance would be higher after intervention, controlling for associated pre-intervention values. Regression analyses and repeated-measures analysis of variance indicated a positive relationship be-tween generated-analogy quality and analogical reasoning, and increased analogy quality after intervention. No change in reported KOC was observed, and analogy quality did not predict course performance. Findings extend understanding of strategies that can sup-port college students' biology learning. Researchers and practitioners can leverage our approach to teaching analogies in their own research and classrooms to support students' SRL, analogical reasoning, and learning.
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页数:12
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