Teaching Young Children How to Reason Analogically

• Main Authors: Chien,Szuchia, 簡思佳
• Other Authors: Chiu,Shuhui
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/38280335221327822527

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === This study aims to review the effect of teaching young children analogical reasoning on the development of analogical reasoning ability. Subjects of this research were children from two senior classes in the affiliated kindergarten of an elementary school in Taichung City. A quasi-experiment was conducted to compare the effectiveness of analogy based teaching in the experiment group and theme based teaching in the control group. The participants are 20 children in the experiment group and 22 children in the control group. Before the experimental manipulation, a pretest of children’s initial analogical reasoning ability was taken through the interactive analogical assessment. During the experiment of 13 analogical reasoning teaching activities, assessments of the analogical reasoning ability include the records of the observation, learning journals, and photos. After the 8-week experiment, children took the post-test that is same as the pretest. The conclusions of the study are as follows: 1. Teaching for young child analogical reasoning can start from structural forms and gradually move to abstract forms; the teaching strategies mainly focus on understanding the children’s needs, moving gradually from simple to more complicated ideas, using mnemonic (memory helping) keywords to help analogical reasoning, as well as providing the analogical reasoning teaching tools in the environment for children to explore. 2. With regard to teaching effect on young child analogical reasoning ability, the control group had increased analogical reasoning by natural development, but the experimental group had much more evident growth; this indicates that the teaching did provide effective boosting in child analogical reasoning. 3. With regard to teaching effect on young child verbal ability to explain analogical reasoning relationships, the control group had gradual growth as they mature, but the experimental group had evident and big growth.