scholarly journals Concepção de um software para mapeamento estrutural de analogias empregadas no ensino de ciências

2018 ◽  
Vol 4 (08) ◽  
Author(s):  
Wilbert Viana Barbosa ◽  
Alexandre Da Silva Ferry
Keyword(s):  
Structure Mapping ◽  
Mapping Theory

O uso de analogias em sala de aula ou textualmente é uma prática de ensino muito comum, normalmente realizada de forma espontânea e pouco sistematizada. O campo de estudos sobre analogias em contextos de ensino tem revelado o potencial desse recurso de mediação didática para a aprendizagem, mas também tem apontado os riscos decorrentes do mau uso. Na perspectiva da análise de analogias e do seu emprego no ensino, Ferry e Paula (2017) introduzem um sistema de notações, respaldado pela Structure-mapping theory, de Gentner (1983), para esquematizar as correspondências entre dois domínios comparados analogicamente no contexto da Educação em Ciências. Esse sistema de notações serviu como base para a estruturação de um software capaz de auxiliar a construção do mapeamento estrutural de analogias e auxiliar o processo de análise estrutural e sistemática desse tipo de comparação, que foi concebido a partir de procedimentos comuns no desenvolvimento de software: levantamento de requisitos; construção do banco de dados; codificação e testes das funcionalidades implementadas. Assim, o presente artigo apresenta o desenvolvimento de uma ferramenta digital fundamentada, denominada Sistema MAPES, que demonstrou ser capaz de otimizar o processo de mapeamento estrutural, por meio da apresentação de elementos úteis para a análise das analogias, e de contribuir para o campo de estudos. Como conclusão, o Sistema MAPES pode ser usado como um importante recurso tecnológico para auxiliar nos estudos de analogias aplicadas a contextos de ensino e de pesquisa, seja no planejamento ou na análise desse recurso mediacional.

Analogies in science and science teaching

2010 ◽  
Vol 34 (4) ◽  
pp. 167-169 ◽  
Author(s):  
Simon Brown ◽  
Susan Salter
Keyword(s):  
Science Teaching ◽  
Student Understanding ◽  
Great Care ◽  
Structure Mapping ◽  
Important Place ◽  
Mapping Theory ◽  
Practice Of Science

Analogies are often used in science, but students may not appreciate their significance, and so the analogies can be misunderstood or discounted. For this reason, educationalists often express concern about the use of analogies in teaching. Given the important place of analogies in the discourse of science, it is necessary that students are explicitly shown how they work, perhaps based on the structure-mapping theory we outline here. When using an analogy, the teacher should very clearly specify both its components and its limitations. Great care is required in developing an analogy to ensure that it is understood as intended and that misconceptions are minimized. This approach models the behavior of a scientist, which helps to develop student understanding of the practice of science.

The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry

2016 ◽  
Vol 17 (2) ◽  
pp. 417-428 ◽  
Author(s):  
Vijay M. Shahani ◽  
Jodie Jenkinson
Keyword(s):  
Potential Energy ◽  
Test Evaluation ◽  
Structure Mapping ◽  
Undergraduate Chemistry ◽  
Post Test ◽  
Spring System ◽  
Written Descriptions ◽  
The Impact ◽  
Mapping Theory ◽  
Insight Into

We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes to potential energy curves in real time. A pre-test/post-test evaluation provided insight into the impact the formulation of an analogy system can have on understanding. Students modified written descriptions to include new details in accordance to the structure-mapping theory of analogies. However, students failed to correct visual descriptions of energy wells. The failure of participants to apply key concepts after using the interactive and animated analogy systems highlights the importance of designing for education.

The Effects of Alignability on Memory

1997 ◽  
Vol 8 (5) ◽  
pp. 363-367 ◽  
Author(s):  
Arthur B. Markman ◽  
Dedre Gentner
Keyword(s):  
Structure Mapping ◽  
Mapping Theory

According to structure-mapping theory, the process of comparison is one of alignment and mapping between representational structures. This process induces a focus on commonalities and alignable differences (i.e., those related to the commonalities). Nonalignable differences (i.e., those not related to the commonalities) are held to be neglected. The theory thus predicts increased focus on the corresponding information, whether these are commonalities or differences. In this article, we explore the implications of this claim for memory: Specifically, we test the prediction that alignable differences are more likely to be processed and stored than nonalignable differences. We present a study in which people made similarity comparisons between pairs of pictures and then were probed for recall. The recall probes were figures taken from the pictures and were either alignable or nonalignable differences between the pairs. The alignable differences were better memory probes than the nonalignable differences, suggesting that people were more likely to encode and store the corresponding information than the noncorresponding information.

The Sources of Children's Errors during Nonisomorphic Analogical Transfer: Script Theory and Structure Mapping Theory

1996 ◽  
Vol 62 (1) ◽  
pp. 102-130 ◽  
Author(s):  
Karen A. Pierce ◽  
R.Michelle Crain ◽  
Barry Gholson ◽  
Dereece Smither ◽  
F.Michael Rabinowitz
Keyword(s):  
Structure Mapping ◽  
Analogical Transfer ◽  
Script Theory ◽  
Mapping Theory

scholarly journals The Latent Relation Mapping Engine: Algorithm and Experiments

2008 ◽  
Vol 33 ◽  
pp. 615-655 ◽  
Author(s):  
P. D. Turney
Keyword(s):  
Computational Modeling ◽  
Semantic Relations ◽  
Structure Mapping ◽  
The Core ◽  
Relational Analysis ◽  
Analogical Mapping ◽  
Alternative Approaches ◽  
Level Performance ◽  
Mapping Theory ◽  
Large Corpus

Many AI researchers and cognitive scientists have argued that analogy is the core of cognition. The most influential work on computational modeling of analogy-making is Structure Mapping Theory (SMT) and its implementation in the Structure Mapping Engine (SME). A limitation of SME is the requirement for complex hand-coded representations. We introduce the Latent Relation Mapping Engine (LRME), which combines ideas from SME and Latent Relational Analysis (LRA) in order to remove the requirement for hand-coded representations. LRME builds analogical mappings between lists of words, using a large corpus of raw text to automatically discover the semantic relations among the words. We evaluate LRME on a set of twenty analogical mapping problems, ten based on scientific analogies and ten based on common metaphors. LRME achieves human-level performance on the twenty problems. We compare LRME with a variety of alternative approaches and find that they are not able to reach the same level of performance.

scholarly journals Iconicity as structure mapping

2014 ◽  
Vol 369 (1651) ◽  
pp. 20130301 ◽  
Author(s):  
Karen Emmorey
Keyword(s):  
Language Acquisition ◽  
Sign Language ◽  
Cognitive Abilities ◽  
Conceptual Knowledge ◽  
Mental Representations ◽  
Structure Mapping ◽  
Sign Languages ◽  
Phonological Form ◽  
Pronominal Anaphora ◽  
Mapping Theory

Linguistic and psycholinguistic evidence is presented to support the use of structure-mapping theory as a framework for understanding effects of iconicity on sign language grammar and processing. The existence of structured mappings between phonological form and semantic mental representations has been shown to explain the nature of metaphor and pronominal anaphora in sign languages. With respect to processing, it is argued that psycholinguistic effects of iconicity may only be observed when the task specifically taps into such structured mappings. In addition, language acquisition effects may only be observed when the relevant cognitive abilities are in place (e.g. the ability to make structural comparisons) and when the relevant conceptual knowledge has been acquired (i.e. information key to processing the iconic mapping). Finally, it is suggested that iconicity is better understood as a structured mapping between two mental representations than as a link between linguistic form and human experience.

scholarly journals Analogies in physics textbooks for the final grade of primary school

2016 ◽  
Vol 48 (1) ◽  
pp. 70-86
Author(s):  
Zlatko Pavlovic
Keyword(s):  
Primary School ◽  
Everyday Life ◽  
Primary Schools ◽  
Life Experience ◽  
Structure Mapping ◽  
Final Grade ◽  
Source Domain ◽  
Introductory Part ◽  
Verbal Analogies ◽  
Mapping Theory

The introductory part of the paper discusses some of the issues related to use of analogies in education and provides an overview of the basic foundations of the Structure- mapping theory - the theory that describes the way the analogies function. The second part of the paper presents the results of the analysis of the use of analogies in eighth-grade physics textbooks that are used in primary schools in Serbia. The results have shown that the frequency of using analogies is in the range usual for the textbooks of this type. Verbal analogies are dominant compared to the image and verbal and image analogies. Analogies are, proportionally, used most for the most abstract contents and the contents that are farthest from everyday students? experience. When it comes to complexity, enriched analogies prevail, while the number of simple and extended analogies is significantly smaller. Textbook authors are sensitive towards the demand that the field which is the basis of analogy has to be well-known to students. In almost half of analogies the source domain was taken from everyday life experience of students.

Embodied concept mapping

2017 ◽  
Vol 24 (2) ◽  
pp. 164-185 ◽  
Author(s):  
Fernando Marmolejo-Ramos ◽  
Omid Khatin-Zadeh ◽  
Babak Yazdani-Fazlabadi ◽  
Carlos Tirado ◽  
Eyal Sagi
Keyword(s):  
Underlying Mechanism ◽  
Social Environments ◽  
Structure Mapping ◽  
Target Domain ◽  
Abstract Domains ◽  
Metaphorical Mapping ◽  
Definition Of ◽  
Mapping Theory ◽  
Insight Into ◽  
Future Topics

Abstract Metaphors are cognitive and linguistic tools that allow reasoning. They enable the understanding of abstract domains via elements borrowed from concrete ones. The underlying mechanism in metaphorical mapping is the manipulation of concepts. This article proposes another view on what concepts are and their role in metaphor and reasoning. That is, based on current neuroscientific and behavioural evidence, it is argued that concepts are grounded in perceptual and motor experience with physical and social environments. This definition of concepts is then embedded in the Structure-Mapping Theory (SMT), a model for metaphorical processing and reasoning. The blended view of structure-mapping and embodied cognition offers an insight into the processes through which the target domain of a metaphor is embodied or realised in terms of its base domain. The implications of the proposed embodied SMT model are then discussed and future topics of investigation are outlined.

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