Journal articles: 'Teaching-with-Analogy' – Grafiati (2024)

Abstract:

The importance of resolving the problem of reducing students’ burden is to establish in the classroom. Through exploring the micro-research, the author found that the class must be delightful, enjoyable, and well-regulated so that students could be fond of learning, enjoy learning, and be good at learning. In teaching, appropriately using the analogy is one of the practical methods. The analogy can motive students to have learning interests, enlighten their thinking, and expand their horizons. Applying analogy appropriately can promote students to understand scientific concepts, principles, and regulations. In this way, students will improve their learning efficiency. It is significant to reduce students’ burden and improve teaching quality. This paper elaborated the application of analogy in junior high school’s Science teaching from four aspects: connotation, function, application principle, and development approach. From the micro-research of analogy, this paper aims to improve teaching efficiency, reduce students’ load, and provide other educators with examples.

Abstract:

Teaching vocabulary should exactly get big portion of concern in teaching English at elementary level due to the importance of vocabulary mastery in providing strong basis of mastering the four skills; listening, speaking, reading, and writing. Modified word analogy is a vocabulary teaching strategy combining between word analogy and other vocabulary activities that is supposed to build memory strength and ability to see relationship between two word pairs. This study aims to investigate the effectiveness of modified word analogy and to identify the way of modified word analogy helps the seven graders in improving their English vocabulary mastery. A mixed methods research design is applied in this study. For getting quantitative data, a within-group experimental research design with pretest and posttest is conducted to the 29 seven graders. Then, for getting qualitative data, teaching-learning procedure and classroom observation are described. The finding and analysis shows that the result of statistical analysis indicates that modified word analogy gives a significant effect on the students’ vocabulary mastery. The obtained eta squared value of paired sample t test for two kinds of test are 0.77 and 0.62. Each of the values indicates a large effect size which is greater than 0.13 according to Cohen’s guideline. While from qualitative side, the result comes from the observation notes of students’ involvement and some of their writing products. In writing product in terms of students’ lexical choices, except antonym, the three other types of word analogy i.e. classification, performer & action, and synonym are appeared on their works. Regarding to the observation notes of the four different types of word analogy (i.e. classification, performer & action, synonym, and antonym) after some preceding vocabulary activities, students’ participation and discussion generally shows the same upright level of excitement in all of the four types or word analogy. Meanwhile, the proportion of groups which is able to answer the exercises completely is fewer for the synonym and antonym than for classification and performer & action. The use of a full descriptive text and dealing with new cross-associated words (especially antonym) are two things that make students cannot finish the exercises on time. At last, the proportion of students who is able to find and explain some words having relationship by using word analogy is very few in all of the four word analogy types due to time limitation. Thus, text choice, cross-association, and time management are three points noted as some issues in this study. However, above all, the modified word analogy that combines both the initial step of introduction of new words and vocabulary reinforcement is ideal for vocabulary development in language teaching.

Abstract:

High-frequency electronic circuit is an important basic specialized course for the major of electronic information engineering, communication engineering, and electronic science and technology. Combined with a dozen years of classroom teaching experience and started from several aspects like relevancy of front-back courses, teaching framework and theoretical teaching content, this paper will discuss analogy teaching method of related content about signal amplifier, mixing, modulation and demodulation in order to help students to understand chapter structure. In the process of teaching, we should pay more attention to students ' weaknesses of knowledge, then stimulate their interests in learning and improve the teaching effectively quality.

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For the shortcomings of lacking autonomy, innovative Learning and single experimental way for undergraduate college students, the paper combines the traditional experimental teaching method with computer simulation technology for automatic control principle. The analogy experimental teaching methods can mobilize the enthusiasm of the students, and can solve a single experimental teaching method, insipidity and bad experimental teaching, and can also deep understanding of classroom theory knowledge for undergraduate college students. At the same time the students can take theoretical knowledge learned in the classroom to apply to the practical application of production and living.

Abstract:

To improve the teaching efficiency, there is a need to deeply understand the operation mode of human body engineering. Through teaching practice to analyze the teaching process, with the method of analogy, found it is similar with the process of information transmission. In this paper, the transmission of information theory is applied to the teaching practice, teaching and learning model is established based on the information transmission theory.

Abstract:

This study investigated the effect of teaching children orthographic analogies based on onset and rime units (words that rhyme). Forty-eight kindergarten children were selected for the study and classified as high, middle, or low segmenters based on their performance on the Test of Awareness of Language Segments (TALS) (Sawyer, 1987). Pretraining and posttraining measures consisted of segmentation ability, letter-sound knowledge, and reading words by analogy. Although the experimental group showed significant gains on each measure over no-training controls, analogy training affected children differently depending upon their prior segmentation level. Low segmenters gained most in segmentation ability with small, but significant, effects in letter-sound knowledge. Middle and high segmenters showed greatest improvement in their ability to perform the word reading by analogy task and in their letter-sound knowledge. This study provides support for a role for onset and rime units in beginning reading and may indicate how rhymes contribute to children's awareness of phonemes.

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The paper constructs an evaluation model for practical teaching quality based on Back Propagation (BP) neural network. It makes the indicators of evaluating practical teaching quality as input data, while practical teaching quality as output results. The empirical conclusion obtained from the use of Excel is that BP neural network is suitable for practical teaching quality evaluation and also makes a better analogy to the experts’ evaluation process. The results are satisfactory with wide application.

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Based on the author’teaching practice, this paper introduced some learning and experience from teaching in Probability Theory and Mathematical Statistics. The main content includes five aspect as follows：Integrate with historical backgrounds and inspire the passion of students,Apply ways of induction and analogy in order to deepen the comprehension of conceptions, Combine theory teaching and modeling teaching, Highlight the applied background of fundamental conceptions in class,Utilize computer aided instruction and visualize abstract content, etc.

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The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.

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This paper aims to explore the application of the metacognitive theory in second language (L2) reading process. I begin by providing a general review on the notion of metacognition and its contributions to learning and teaching. Next, I synthesize the studies which use the notion of metacognition to explore the reading process of a second language. The synthesis will be followed by an analogy of metacognitive knowledge and an analogy of metacognitive regulation. The paper ends with suggestions for future research.

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It is known that the 'electronic structure of atoms' in material physics is microscopic. This atomic structure has an abstract and complicated concept, therefore good analogy skills are needed to study comprehensively. This research develops a free analogy-based material physics module to supply analogy skills to prospective physics teacher students. Module development uses the 4D model namely Define, Design, Development and Disseminate. The feasibility aspects are required based on the presentation, content, and grammar. Data obtained from expert assessment and trials using questionnaires, interviews, and tests. Increased student analogy skills were analyzed using normalized N-gain. The results obtained are: (1) the characteristics of the module that has learning steps such as teaching with analogy models, namely: introducing the concept of targets, reviewing the concept of analogies, identifying the relevant nature of targets and analogies, mapping analogies with targets, identifying analogies that are not relevant to targets, and make conclusions, (2) module quality on atomic electronic structure material developed is categorized as feasible, (3) modules are proven to increase mastery of the concept of atomic electronic structure (N-gain = 54%) and analytical skills prospective teachers physics (N-gain = 56%). The development of physics modules based on free analogies can be applied to other learning, such as biology, chemistry, and mathematics to explain abstract material.

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Seidlhofer (2005) describes the current status of English as an “unstable equilibrium.” In many ways this analogy regarding the current state of affairs with English language teaching (ELT) is appropriate. Taking World Englishes (WE) perspectives, this paper presents various mismatches between teaching goals and objectives vis-à-vis the teaching and learning outcomes in ELT. The paper then makes the argument that in order for more successful English language teaching and learning to take place a pragmatic and humanistic approach needs to be adopted. An outline of such an approach is discussed.

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Biological systems have evolved over billions of years and cope with changing conditions through the adaptation of morphology, physiology, or behavior. Learning from these adaptations can inspire engineering innovation. Several bio-inspired design tools and methods prescribe the use of analogies, but lack details for the identification and application of promising analogies. Further, inexperienced designers tend to have a more difficult time recognizing or creating analogies from biological systems. This paper reviews biomimicry literature to establish analogy categories as a tool for knowledge transfer between biology and engineering to aid bio-inspired design that addresses the common issues. Two studies were performed with the analogy categories. A study of commercialized products verifies the set of categories, while a controlled design study demonstrates the utility of the categories. The results of both studies offer valuable information and insights into the complexity of analogical reasoning and transfer, as well as what leads to biological inspiration versus imitation. The influence on bio-inspired design pedagogy is also discussed. The breadth of the analogy categories is sufficient to capture the knowledge transferred from biology to engineering for bio-inspired design. The analogy categories are a design method independent tool and are applicable for professional product design, research, and teaching purposes.

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Music and reading domains require similar auditory processing skills. Students employ these skills when learning a new song through an oral/aural or rote-teaching approach. In this article, I review literature on the effectiveness of immersion and phrase-by-phrase approaches for teaching a song with or without words. Then, using an amusing analogy, I suggest a process for using the English language arts to teach a song using a rote approach. Two lessons are described that include prompts to aid teachers in analyzing songs to teach music through language.

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Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.

Abstract:

The aim of the reseatch want to analyze the improvement of students’ creative thinking ability in blood circulation system by applying self generated analogy. This research was done in a Public High School in Cimahi and was applied to two classes, the experiment class with 36 students and control class with 31 students.The method used for this research was quasi experimental. The samplewas selected by purposive technique. The data werecollectedby doing creative thinking ability test in form of essay, students’ questionnaire, and classroom observation. The difference of creative thinking ability was reviewed form the result of the test given before and after treatment, and the improvement was seen using N-gain. The test result was compared by doing a statistical test using a software program, SPSS statistic 16.The result of the research shows that there is a significant difference in the creative thinking ability between the treatment and control group class, with a high improvement in the treatment class and medium improvement in control class. The average of posttest in the self generated analogy class is 83,2higher than the control class, which is 65,9. The N-gain result of creative thinking ability in the treatment class is around 0,59 (high category) whereas the control class is around 0,28 (low category). It shows that self generated analogy improves students’ creative thinking ability. The questionnaire showpositive response from students that self generated analogy is able to improve students creative thinking abilityin teaching circulation system.

Abstract:

Various types of acute and subacute lung injury can cause severe reactive pneumocyte atypia, which may mimic malignant proliferations and present a major diagnostic pitfall. This particularly applies to cytologic preparations and frozen sections, where background inflammatory injury may be subtle or not apparent. Although several distinguishing morphologic features of reactive pneumocytes have been suggested, there is significant overlap with neoplastic proliferations. In this article, a highly distinctive but underrecognized feature of reactive pneumocytes is highlighted that can serve as a useful diagnostic clue. The feature refers to the distinctive pinched shape of reactive pneumocytes, for which the author has coined the term “Napoleon hat” sign to draw the analogy with the iconic headwear. The analogy vividly captures the distinctive shape of reactive pneumocytes, and can serve as a useful diagnostic and teaching tool in the interpretation of pulmonary specimens.

Abstract:

Analogy is considered a helpful way to help students visualize abstract concepts and assimilate new knowledge to an existing structure of cognitive. This study examines the effectiveness of the teaching with pictorial analogy models on students’ achievement and its retention of Direct Current lesson. A quasi-experimental method with one group pretest and (immediate and delayed) posttest design was employed in this study. The subjects consisted of 35 twelfth-grade students of public senior school in Pontianak City enrolled in the first semester of academic year 2017/2018; they were determined by using intact group random sampling technique. The student participants received instructions of the three pictorial analogy models. A parallel pretest-posttest of achievement test consisted of 10 items of factual knowledge, 10 items of conceptual knowledge, and 3 items of procedural knowledge. The operationalization of the pictorial analogies in this study referred to Glynn’s syntaxes. Data analysis found that: (1) the increasing of factual knowledge is 30.2 % in immediate posttest and 21.6 % in delayed posttest; (2)the students have promoted a significant conceptual change ( = 54.28, p < 0.05); and (3) there is a significant difference between the immediate posttest and pretest in terms of procedural knowledge (t = 4.02; p < 0.05) with the ES index is 4.78. It is concluded that the use of pictorial analogy models is effective (in high category) to increase students’ achievement of Direct Current lesson and the emergence of their retention is significant partially and simultaneously. In using pictorial analogies, teachers are encouraged to consider many similar features with the target concepts.

Abstract:

Purpose This paper aims to propose a classroom teaching orchestration technique, analogically drawing a reference from the movie, Prestige (2006). The generation of post-millennials has shorter attention span and motivation and prefers a learner-centric teaching style. This paper attempts to mitigate such challenges by bringing an analogy with a magic trick along with proposing a “divergent-convergent diamond structure” to anchor and synthesise teaching deliverables for the learners. Design/methodology/approach This is a practitioner’s study where practical experiences of the authors have led to the conceptualisation of the central theme discussed. Findings From a practitioner’s opinion and interpretation, the proposed “divergent-convergent diamond structure” has the potential to make postgraduate classes more engaging. The proposed structure may suggestively promote self-efficacy, trigger curious minds, bring relevance, indulge participatory learning and consolidate the concepts.

Abstract:

This study analyzes the analogies used in the teaching of introductory quantum theory concepts. Over twelve weeks, the researcher observed each class for a semester and conducted interviews with the students and the instructor. In the interviews, students answered questions about quantum theory concepts, which the instructor had taught them using analogies, and also discussed the effectiveness of these analogies. This study identified 48 analogies used by the instructor over the course of 53 fifty minute classes. The analysis of video recordings of the classes revealed that most of the analogies were constructed at the beginning of the semester during the teaching of the particle nature of waves, which is critical for understanding quantum theory. A large proportion of the analogies were given in verbal format; however, a limited number of pictorial and body motion elements were also used together with the analogies. The analogies were mainly positioned as an embedded activator prior to drawing conclusions about the target. It was also observed that analogies were used as an advance organizer and post synthesizer. In addition, the number of simple and enriched analogies used was similar. A limited number of analog explanations were identified and none of the analogies used indicated strategy identification. The instructor never mentioned the limitation of each analogy during their use in class as well. A large proportion of the analogies used spontaneously included both anthropomorphic and environmental characteristics. Although the presentation medium of the analogies was mainly discourse, the presentation of analogies in role play, story and brainstorming was also identified. In half of the analogy use, the instructor intended their use for clarification of the concepts; however, the use of analogies for introduction of a new topic, gaining attention, increasing participation and discriminating between classical and quantum issues was also observed, indicating a diverse use of analogies. In addition, the interviews revealed that students liked the use of analogies in their classes and believed that they had a positive effect on their understanding of new concepts.

Abstract:

As a university academic in gifted and talented education with a fifth-floor office in the Tower Block, the age-old “ivory tower” analogy felt as if it were becoming all too real. Lecturing teachers on the principles of gifted education is fairly easy to do when you've read the books, attended the conferences, studied the research and so on, but the gap between my own teaching experiences and today's lectures was quickly widening.

Abstract:

The article is devoted to the research of the use of the forecasting method. Examples of the application of this method in historical science of the Middle Ages, the Renaissance and modern times are given. The significance of the forecasting method for the formation of a national idea and consciousness in the United States is given. The historical development of the United States provides ample opportunities for scientifically based prediction of the future fate of the leading world. Historical studies use such pairs of methods as reversing and presenting forecast and eschatology and futurology. It is determined that methods of reversible and predictive forecasting can yield data that fill the gaps in historical sources. The forecasting method is often associated with an analogy, which in the broadest sense is the basis of science. Areas of sharing the methods of forecasting and analogy from inventive activity to political technologies and to stimulating the creative process. The method of forecasting can be applied not only in scientific, but also in pedagogical work during the teaching of historical disciplines. The method of analogy in connection with forecasting in the educational process should be used in considering the issues of the formation and decline of Ukrainian statehood.

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The article aims to study research of domestic scientists on teaching a foreign language in primary school. It is determined that this problem is analyzed in several aspects: comparative and pedagogical, professional and pedagogical, linguistic, methodological, psychological, cultural. This article discusses the main aspects of learning a foreign language in an educational environment. The purpose of the article is to implicate the studies of domestic scientists which explore the educational process in a foreign language teaching in various aspects. In the study the methods of analysis, synthesis, generalization, induction, deduction, analogy were used. In this work we analyzed the problem of a foreign language teaching in primary school in the domestic scientific space. The article concludes that the need to apply these approaches to learning a foreign language, improving the educational process and improving the quality of teaching arose in connection with globalization and the need to create favorable conditions for personal development and socialization in the environment.

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On the basis of use of modern research methods, the requirements for designing new types of teaching and educational complexes “Kindergarten – Primary School” were determined. It was established that the form and methods of kindergarten education have a certain analogy with the education in the first grades of primary school, which is one of the factors of feasibility of blocking and cooperation of the senior kindergarten groups with the elementary grades of general education schools and the formation of teaching and educational complexes on this basis, which enables receptiveness to demographic fluctuations and, if necessary, change of the function of kindergarten to the function of primary school, and vice versa – the flexibility and multivariance of the teaching environment is one of main conceptual provisions in building of network and typology of educational facilities at the present stage, on the basis of which the structural elements of school network in massive restrained urban development are formed.

Abstract:

In this work, we demonstrate by analogy with the quantified levels of atomic systems, that the levels of education from elementary to Superior are "quantified". The transition of a learner from one level of instruction to another is analogous to an electronic transition between atomic levels. The notions of ground state, excited states and ionized state of atomic systems have their equivalents in the school and university systems. It is demonstrated in this work that the number 7 is revealed in all countable elements of an educational system. This leads to the statement of the "principle 7 " of pedagogy. Thus, there are 7 levels of instruction or teaching-learning in the elementary, 7 levels at the middle-level and 7 levels of teaching-learning at the higher level. In addition, there are 7 degrees, 7 hours of work of the learner in the school space. The application of "Principle 7 of pedagogy" to the determination of the number of classes per cycle and the number of students per classroom is discussed. Moreover, it is shown in this work, that the Pauli Exclusion Principle allows to account for the correct occupation of the tablesbenches by the learners and that and the indiscernibility principle of the particles accounts for the necessity of the wearing school clothes. By analogy with the Zeeman Effect, it is shown that all levels of teaching-learning are degenerate. The lifting of degeneration by "Prerequisite Effect" highlights the need to put into practice a discriminatory pedagogy for quality education at the elementary level as well as at the higher level. Finally, it is demonstrated by analogy with the tightening of the atomic levels with the increase of the principal quantum number, that the architecture of the LDM must have the appearance of a pyramid, the base being constituted by the level License and the summit by the PhD level. Moreover, the increase in the number of 180/120/180 credits does not follow the pyramidal architecture of the LMD and that it should mathematically decrease according to the ratio L / M = M / D = 3/2; which corresponds to the 180/120/80 pyramidal progression. If a credit corresponds to 20 hours of work in L and M, it should correspond to 45 hours of work in D.

Abstract:

The article describes the implementation of the requirements of the standard in the study of polyhedrons for profi le level. The organization of active teaching and learning activities of students with the introduction of concepts of the subject is shown. Using the problematic situation with the introduction of concepts, using an analogy, combining the front group and individual work, promotes the formation steps of formulating and solving the problems that are part of the universal cognitive learning activities. Solving the problem, hypothesizing, defending own point of view, requires the student correctly formulate the basic facts proving faithful view that promotes the formation of universal educational communication actions. In the profi le classes the study of material should be systematic and perform function of preparation for further education. Defi nition of polyhedron gets a diff erent meaning depending on how you defi ne a polygon. Polygon is the main element of the polyhedron surface. The study of polygons actually continues throughout the learning of mathematics in high school. In the process of teaching section of the polyhedrons can be used similar to the relevant issues of plane geometry course but it should be used carefully, because it may not always lead to plausible conclusions. Using the analogy between the actions of basic geometric concepts will help in the formulation of the defi nitions of new concepts.

Abstract:

Postmethod is the offspring of language teaching methods failure in meeting their objectives, a failure which led to disillusionment with the concept of method. To solve this pedagogical challenge, postmethod stigmatized those taking the initiative to develop new methods as making a futile attempt. Therefore, it exerted a deterrent effect on the developmental trend of language teaching methods. All these measures were taken following postmethodism’s major precept: it is the concept of method which should be to blame. True, the concept of method, as grasped so far, is both “limited and limiting” (Kumaravadivelu, 2003, p. 1). But what if there is another possibility? What if future methods can surpass the boundaries of the past methods? By making an analogy between the developmental trend of assessment and that of language teaching methods and by referring to the potentials of Artificial Intelligence, especially those of intelligent computer assisted language learning (ICALL), this study attempts to provide compelling evidence about the inevitability of a methodism resurgence in the language teaching profession and the emergence of dynamic methods as a new generation of methodism.

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Abstract This study focuses on parent-child argumentation to identify the argumentative strategies most frequently used by parents to resolve in their favor the process of negotiation occurring during argumentative dialogues with their children at mealtime. Findings of the analysis of 132 argumentative dialogues indicate that parents mostly use arguments based on the notions of quality and quantity in food-related discussions. The parents use other types of arguments such as the appeal to consistency, the arguments from authority, and the arguments from analogy, in discussions related to the teaching of correct behaviors in social situations within and outside the family context. The results of this study show how parents and children contribute to co-constructing the dialogic process of negotiating their divergent opinions.

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This study, conducted with eight elementary/ middle school teachers enrolled in an online reading course, asserts that through the development of relationships, the negotiation of a framework for study, and critical attention to generating and sustaining an environment conducive to learning, including interaction that promotes sincere conversation, that online learning can lead to substantial and meaningful professional insight. As a conceptual framework for this study I draw from images of the tides. Tides as metaphor provide me with a starting point for contemplation, an analogy from nature that, like teaching, has been an integral part of my life.

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In a classroom environment, after a comprehensive theoretical discussion of compressible flows, it is beneficial to conduct a visual experiment in which students can observe these flows and some of the features associated with them. Experimental study of compressible fluid dynamics is associated with high equipment costs; therefore, conducting an experiment is not feasible for some colleges. This article describes an experiment implemented at Manhattan College upper division and graduate fluid dynamics courses at a relatively low cost. In the experiment, a water table hydraulic analogy was used. Theoretical considerations of this analogy are explained in this article. An area–velocity relation was used to study the Mach number at the exit of a Laval nozzle. The theory and measurement came within 10% of each other, which is sufficient for a teaching demonstration. This exercise can be conducted in two class sessions: (1) discussing the theoretical considerations and (2) performing the experiment and analyzing data. The overall experience is a good way to help students understand some of the compressible flow features, and further promote their interest in fluid mechanics.

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The relationship of mass composition to the study of rhetoric has occupied many writers interested in perceiving the two as analogous in organisation, vocabulary and persuasive goals. Grammar belonged to the choirboy's education but, more importantly, the method of grammar permeated the general teaching method for other subjects as well. Material, such as questions or disputations, was organised into the similar and the dissimilar, so that working from a model and transfer by analogy were the principal means of making connections between statements and ideas. This essay is concerned with the opportunities available in sixteenth-century Spain for the study of grammar and music and how these possibilities affected the leading Spanish composer of the time, Cristóbal de Morales. In this discussion, Juan Bermudo's treatiseDeclaración de instrumentsis important. Not only does it name leading humanists and composers, and present its theoretical remarks in the language of rhetoric; Morales, who had been in close contact with Bermudo at the Marchena estate of the Duke of Arcos, recommended the treatise. Thus Bermudo, a young Minorite monk, reveals a good deal about Morales by both direct quotation and analogy, and in effect provides a more rounded intellectual impression of the composer, who otherwise expressed himself only in his musical works and their dedications. It can be deduced from musical quotations that Morales is Bermudo's model composer, and by analogy that Morales, versed in rhetoric and imitation, understood the application of these rules in musical composition. In his thorough appraisal of musical tradition, theory and practice, Bermudo assumes the function of a critic in the modern sense.

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Sentiment classification gains a lot of attention nowadays. For a university, the knowledge obtained from classifying sentiments of student learning in courses is highly valuable, and can be used to help teachers improve their teaching skills. In this research, sentiment classification based on text embedding is applied to enhance the performance of sentiment classification for Thai teaching evaluation. Text embedding techniques considers both syntactic and semantic elements of sentences that can be used to improve the performance of the classification. This research uses two approaches to apply text embedding for classification. The first approach uses fastText classification. According to the results, fastText provides the best overall performance; its highest F-measure was at 0.8212. The second approach constructs text vectors for classification using traditional classifiers. This approach provides better performance over TF-IDF for k-nearest neighbors and naïve Bayes. For naïve Bayes, the second approach yields the best performance of geometric mean at 0.8961. The performance of TF-IDF is better suited to using decision tree than the second approach. The benefit of this research is that it presents the workflow of using text embedding for Thai teaching evaluation to improve the performance of sentiment classification. By using embedding techniques, similarity and analogy tasks of texts are established along with the classification.

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Teaching Kant’s metaphysics to undergraduates in a survey course can be quite challenging. Specifically, it can be daunting to motivate interest in Kant’s project and present his system in an accessible way in a short amount of time. Furthermore, comprehending some of the important features of his requires some understanding of Hume’s skepticism. Unfortunately, students often misunderstand the extent and relevance of Hume’s skepticism. Here, I offer three strategies for presenting Kant’s metaphysics as a response to Hume. First, I describe an exercise for presenting the problem of induction in a way that resonates with many students. Next, I provide a way of generating interest in Kant’s project so students are motivated to understand his position. Finally, I explain a game I use to bolster interest in Kant’s project and explain some of the more challenging aspects of the First Analogy.

Abstract:

Blood flow through the cardiovascular system is governed by the same physical rules that govern the flow of water through domestic plumbing. Using this analogy in a teaching laboratory, a model of the cardiovascular system constructed of pumps and pipes was used to demonstrate the basic interactions of pressure, flow, and resistance in a regulated system, with student volunteers providing the operational actions and regulatory components. The model was used to validate predictions and explore solutions prompted by student discussion. This interactive teaching laboratory provides an engaging experiential exercise that demonstrates regulation of flow and pressure in an intact cardiovascular system with apposite changes in heart rate and resistance. In addition, the system provides strong clinical correlates and illustrates how that regulated system responds to challenges such as heart failure, inappropriate vasodilation, and hemorrhage. The results demonstrate that, with limited practice, the instructor can effectively guide the students to reliably reproduce physiologically appropriate results.

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This article provides a bilingual perspective about literacy development in deaf students and uses the bilingual perspective to recommend effective teaching strategies for this group of students with special needs. In the case of deaf students, however, the bilingualism is not between two oral languages, but between American Sign Language (ASU and written English. The analogy of Deaf education to bilingual education is imperfect, as the article shows, but nonetheless helpful in suggesting educational strategies. One difference from classic bilingual education is the difference in mode of the two languages, with ASL using a haptic mode (signing) and written English using a visual mode. Another difference is the nontraditional nature of Deaf communities. Although ASL communities certainly have histories and traditions, Deaf individuals rarely learn these from family ties or immersion in a kinship-based culture that "speaks" ASL. Despite these differences in language mode and cultural transmission, teaching deaf students benefits from many strategies usually associated with the teaching of second languages, including fostering motivation, developing self concepts, understanding language development, knowing elements of a student's first language, allowing judicious translation,focusing on comprehension rather than syntax, and incorporating cultural values and native speakers-signers as role models.

Abstract:

Two commercially available, computerized vocabulary games were assessed for their teaching benefits to users. The games were independently tested against three criteria, not against each other. The Matching Game used a rehearsal teaching strategy and required participants to match words to their meanings. The Analogy Game used a semantic strategy and required participants to determine the relationship between the meanings of three words. Game scores were used as the dependent measure because they reflected the accuracy of the participants' responses and their knowledge of the word meanings. The assessment revealed three points of interest about the games. First, participants improved game scores when they reviewed the meanings of words presented in the games. Second, participants did not improve their ability to determine the meaning of new words that were presented in either game. Third, participants with low verbal skills prior to playing the Matching Game demonstrated greater improvement in game scores than the participants with initial high verbal skills.

Abstract:

The study aims to learn that they want to reflect on their reflective thoughts and reveal how they reflect what they have learned. Reflective thinking, one of the higher-order thinking skills, enables students to learn more easily and permanently. Students with high reflective thinking skills will be more successful both in their academic and social life. A screening model was used in this study. Since we want to describe an existing situation as it is, the screening model has been the most suitable model for our study. The sample of the study consists of the 2nd-grade students of Ağrı İbrahim Çeçen University Classroom Teaching Department. The study was conducted with 59 students selected by a simple random method. A learning diary study was conducted with 10 students out of these 59 students. It is important to develop students' existing potential by determining their reflective thinking levels. This gives us information on how to plan and implement reflective activities in learning environments. The data were collected through the learning diary and reflection papers by analogy. The students were asked to write a learning diary during the first 8 weeks of the science teaching lesson of the primary school teaching department. After the lecture was completed, the students were asked to make an analogy using the science concepts they learned. The analogies were asked to be formed regarding the analogies between the concepts that students learned in the science lesson and their friends. In addition, students were asked to write down the reason why they made analogies between their friends and the science concepts. In this way, the accuracy of their reflections on whether they learned the concepts or not was examined. The data were analyzed using content analysis. The reflection levels of the expressions of the students in the diaries where they describe their learning processes were determined using the method of Moon (2009). In the results obtained through content analysis, it was observed that the reflective thinking levels of the students were at medium level and they did not have high-level reflective thinking skills. In the analogy study in which science concepts were used, 61% of the students did not make conceptual errors while associating the science concepts, while 39% of them had conceptual errors. The basis of misleading about science concepts should be investigated and corrections should be made on this issue. Appropriate techniques and time are needed to develop students' reflective thinking skills. Students should be allowed to reflect on their learning situation. It is known that individuals who can think reflectively are more successful academically. This way of thinking provides convenience to students both in academic success and in social life. Techniques that develop reflective thinking should be given more places in educational settings.

Abstract:

Teaching the fundamentals of computer programming in a first course (CS1) is a complex activity for the professor and is also a challenge for them. Nowadays, there are several teaching strategies for dealing with a CS1 at the university, one of which is the use of analogies to support the abstraction process that a student needs to carry for the appropriation of fundamental concepts. This article presents the results of applying a discovery model that allowed for the extraction of patterns, linguistic analysis, textual analytics, and linked data when using analogies for teaching the fundamental concepts of programming by professors in a CS1 in university programs that train software developers. For that reason, a discovery model based on machine learning and text mining was proposed using natural language processing techniques for semantic vector space modeling, distributional semantics, and the generation of synthetic data. The discovery process was carried out using nine supervised learning methods, three unsupervised learning methods, and one semi-supervised learning method involving linguistic analysis techniques, text analytics, and linked data. The main findings showed that professors include keywords, which are part of the technical computer terminology, in the form of verbs in the statement of the analogy and combine them in quantitative contexts with neutral or positive phrases, where numerical examples, cooking recipes, and games were the most used categories. Finally, a structure is proposed for the construction of analogies to teach programming concepts and this was validated by the professors and students.

Abstract:

One of the biggest problems related to the application of analogies in teaching and learning relates to the possibility of misunderstanding the content of learn?ing, which in such cases is caused by unjustified analogical transfer. The paper presents the results of research on unjustified analogical transfer in the application of analogies in situations that are typical for learning in an academic context. The aim of the research was to examine the extent to which the tendency towards unjustified analogical transfer was expressed in the learning with the application of analogy. A quasi-experimental research with elements of a field experiment was realised on a sample of 140 students. Respondents read two texts. In one, a fictional animal was compared to a known animal, and in the other, a fictional game was compared to a known game. The experimental factor was an explicit indication of the differences between the compared objects. Knowledge tests measured how much the respondents remembered about the characteristics by which the compared objects were similar, i.e. not similar. By analysing the responses from the tests, we registered the presence of unjustified analogue transfer. The results show that the propensity for unjustified analogical transfer is present to a significant extent. This tendency can be reduced if, in addition to the similarities on which the analogy is based, there are also differences between the objects that are compared in the analogy, but even then it will not be completely eliminated. The basic pedagogical implications that follow from the obtained results are the need to strengthen the awareness of teachers and textbook authors about the potential danger of unjustified analogical transfer and the recommendation to point out to students the differences between the base and target domain. This significantly reduces this danger.

Abstract:

The rotating-saddle potential ball-bearing trap has long been used as a mechanical analogue to explain the operating principles of the Paul-type RF-electric-quadrupole ion trap. This paper outlines the shortcomings of this analogy, as well as explaining how and why this system remains an excellent tool for explaining ion-trap operation. The basic theory of the operating principles of the rotating-saddle trap is provided, which, unlike the Paul Trap is analytically solvable in the friction-free regime. In addition, some extensions to this theory are presented to examine such effects as friction. These results are compared with the equivalent results for Paul-Trap theory, as well as to experimental results measured with a rotating-saddle trap constructed at the University of Calgary. The technical details of this trap, an excellent tool for either lecture demonstrations or teaching laboratory experiments, are also presented, as well as some comments on building such a trap. PACS Nos.: 45.50-j, 01.50Pa, 32.80Pj

Abstract:

We posed the problem of understanding the text and symbol messages by students. We considered the interpretation of the concept of "understanding" in philosophy and psychology, presented psycholinguistic aspect of the concept in detail. We proposed a general classification of problems of perception of speech by students in teaching mathematics. We identified two broad categories of problems of understanding the language statements (direct problematic language codes perception and incorrect perception of the context). We introduce the concept of "reversible language constructs”, discuss the various types of reversible language constructs found in educational materials on math. The analogy is provided to demonstrate the similarity of reversible structures of natural language with constructs of algebraic material. The author presents the classification of reversible constructs. We substantiated the importance of the study of reversible structures decoding by students, identified properties of reversible constructs perception, the conditions for their understanding. We revealed the further ways to study how to create an effective technique for decoding reversible constructs (with the use of educational material on algebra).

Abstract:

Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test – post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. Keywords: analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion.

Abstract:

Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.

Abstract:

One of the primary tasks of local theology is to address questions and challenges that are context-specific but not explicitly addressed in the Bible. How can biblical authority be retained while attempting to answer questions, whereby the theologian is compelled to go beyond explicit biblical teaching? Ways of resolving the seeming tension between local theologizing and the normative authority of Scripture are addressed by examining three somewhat novel approaches to conceptualizing the theological process. The first is Paul G. Hiebert’s idea of critical realism and the analogy of maps. The second is Kevin J. Vanhoozer’s idea of theodrama and improvisation. The third is my own concept of game logic and strategy. Each of these three conceptualizations will be briefly described with particular attention to the task of local theologizing and biblical authority.