Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Analogy in science education; Paleontology--Study and teaching (Middle school); Gifted children--Education (Middle school); Science--Study and teaching (Middle school); Fossils;
Abstract
Twenty-eight identified gifted elementary to middle school students (n=28) (16 female, 12 male; 26 Caucasian, 1 Hispanic, and 1 Native American), participated in the study of Iowa fossils through form and function analogy compared to self-research of information on the Internet, and practiced new concepts through technology-rich or hands-on craft projects. This study compared using analogical thinking skills along with technology skills to determine the effects on science learning in the elementary gifted classroom. Analogical thinking or teaching is a method recognized as a valuable source of new ideas, a way to transfer previous knowledge to solve new problems. Content learning, creativity, and enjoyment of learning were key assessment points in this study that compared analogical and non-analogical instruction. This study found instruction highlighting analogy enhanced creativity in products. This study also found students preferred creating hands-on projects more than creating computer technology projects. They felt restricted in their creativity by the technology. The highest rate of recall of scientific knowledge in regards to an organism's body parts was produced through model-making of the organism studied.
Year of Submission
2012
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Audrey C. Rule
Date Original
2012
Object Description
1 PDF file (45 pages)
Copyright
©2012 Tabatha J. Klopp
Language
en
File Format
application/pdf
Recommended Citation
Klopp, Tabatha J., "Comparing fossil instruction with and without analogy use for gifted middle-school students" (2012). Graduate Research Papers. 193.
https://scholarworks.uni.edu/grp/193
Included in
Educational Methods Commons, Gifted Education Commons, Science and Mathematics Education Commons
Comments
If you are the rightful copyright holder of this graduate research paper and wish have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the of the work, preferably with URL.