Classification of analogies as a methodological framework for use in instruction in physics
DOI:
https://doi.org/10.26577/RCPh.2023.v85.i2.09Keywords:
physics education, analogies in physics, methodological value of analogies, educational process, , problem-solving, systematization of knowledge, teaching effectivenessAbstract
In the article, the author provides a detailed description of the methodology used to collect and analyze research data, and the process of developing a classification system. The main part of this study is based on the results of a survey of physics teachers. The author also showed that the data collected during the survey were qualitatively analyzed using thematic analysis, and a comprehensive system of classification of analogies in physical education was developed. It is described that analogies in teaching physics can be divided into two main groups. These are subjective and intersubject analogies. That is, the development of a comprehensive system of classification of analogies that can be used in physics education is being considered in detail. The use of analogies is studied as a means to improve students' understanding of abstract scientific concepts, in particular, in the context of electromagnetism. The research uses a methodology for analyzing scientific literature based on various sources to identify and evaluate different approaches to analog thinking in physics education. The results of the study demonstrate that the analogy classification system can greatly simplify the explanation of complex scientific concepts, providing teachers with a valuable tool for improving pedagogical practices. In addition, the proposed classification system offers a framework for developing new analogies and improving existing ones, contributing to the development of more effective teaching methods. In general, the study emphasizes the importance of analogical thinking in physics education and offers practical findings that can be applied in the development of educational materials in various fields based on the use of analogies.
References
2 D. Treagust, and Z. Dagher, International Journal of Science Education, 18, 213-229 (1996).
3 D. Yehudit, and J. Belcher, Visualization in Science Education, 11, 1-21 (2005).
4 Bagno, Esther, and Bat-Sheva, Eylon, American Journal of Physics, 65, 726-736 (1997).
5 M. Michelini, and A. Mossenta, https://www.researchgate.net/publication/228571202 (2007).
6 Şule Berna Ayan, Mehmet Yüksekkaya International Conference on Education in Mathematics, Science & Technology (ICEMST) (2015); M. Soobik, Journal of Teacher Education for Sustainability, 16(1), 89-101 (2014).
7 Ayan Şule Berna, and M. Yüksekkaya, The Eurasia Proc. of Educational and Social Sciences 226 – 230 (2015).
8 K. Tzanakis, European Journal of Physics, 69-75 (1998).
9 S. Pollock, Physics Education Research Conference (2007). р. 211-227 (1982).
10 A. Prokhorov, Fizika, Fizicheskaja Jenciklopedija (Moscow, Bol'shaya Rossiyskaya entsiklopediya, 1998), Vol.5, 306 p. (In Russ.).
11 S. Balaguru, Electromagnetic biology and medicine, 101-111 (2012).
12 L. Viennot, and S. Rainson, 14, 475–487 (1992).
13 L. Pilipec, and I. Kovyazina, Sovremennye problem nauki i obrazovaniya, 298 -312 (2019). (In Russ.)
14 J. Maxwell, A dynamical theory of the electromagnetic field, (London: Phil. Trans. R. Soc. London, 2002), 321-346.
15 J. Carcione, and F. Cavallini Wave, Motion, 21, 149-162 (1995).
16 J. Shaevitz, ISC: An Integrated, Quantitative Introduction to the Natural Sciences at Princeton University, (New York, Princeton University, 2019).
17 N.S. Podolefsky, & N.D. Finkelstein, Physics Education Research, 3, 1-16 (2007).
18 N.A. Ospennikov, Vestn. Perm. gos. guman.-ped. un-ta. Ser. IKT v obrazovanii, 2, 47–76 (2006). (In Russ.)
19 M. Paggi, A. Carpinteri, and R. Orta, Journal of Elasticity, 99 (2), 131-146 (2010).
20 V.M. Rozin, Vizual'naya kul'tura i vospriyatiye: Kak chelovek vidit i ponimayet mir, 5-ye izd., (Moskva, 2012), 272 s. (In Russ).
21 http://www.pkc.gov.lv/images/LV2030/LIAS_2030_en.pdf Saeima of the Republic of LatviaLatvijas ilgtspÁjÓgas attÓstÓbas stratÁÏija lÓdz 2030. gadam [Sustainable Development Strategy ìLatvia 2030î]. Retrieved May 25, 2015. (In Lv.)
22 http://naukovedenie/ru T.V. Semenovskikh, Naukovedeniye: internet-zhurnal, [Elektronnyy resurs], 5 (2014). (in Russ).
23 G.M. Slavich, P.G. Zimbardo, Educ Psychol Rev., 24, 569–608 (2012). (In Russ.)
24 K. Sriram, L.S. Ganesh, & R. Mathumathi, IIMB Management Review, 25(1), 36-48 (2013).
25 D.F.Treagust, A.G. Harrison, & G. Venville, Journal of Science Teacher Education, 9(1), 85-101 (1998).
26 L.Kh. Umarova The use of a set of exercises in physics based on a computer model experiment: Ph.D. ped. 2012. (In Russ.)
27 G. J.Venville, & D.F. Treagust, Instructional Science, 24(4) 295-320 (1996).
