Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System

Yasemin DEVECIOGLU-KAYMAKCI

doi:10.12973/eurasia.2016.1266a

Full Text (PDF)

Yasemin DEVECIOGLU-KAYMAKCI ¹ ^*

More Detail

¹ BAYBURT UNIVERSITY^* Corresponding Author

Abstract

The purpose of this study was to investigate how the 5E learning model affects learning about the Solar System when an analogical model is utilized in teaching. The data were gathered in an urban middle school 7th grade science course while teaching relevant astronomy topics. The analogical model developed by the researchers was administered to 20 seventh grade students in a city of the Black Sea Region in Turkey. “The Solar System and Beyond: The space puzzle” unit was taught by using 5E learning model accompanied by analogical model during two class hours. In this case study, pre-experimental design with pre-test-post-test was used to collect data through questionnaire, reflective thinking scale, video recording, and informal observations. According to the findings of this study, the teaching intervention not only significantly increased the students’ academic achievement but also improved their science process skills. The study suggests that analogies should be well-planned and deployed for teaching science courses. Furthermore, the number of the analogical models in textbooks should be increased to enrich meaningful learning for students’ transition levels between concrete and abstract operational terms.

Keywords

science education
analogical reasoning
solar system
5E

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 4, April 2016, 881-911

https://doi.org/10.12973/eurasia.2016.1266a

Publication date: 27 Feb 2016

Article Views: 2729

Article Downloads: 2062

Open Access References How to cite this article

References

Abraham, M.R., Gryzybowski, E.B., Renner, J.W., & Marek, A.E. (1992). Understanding and misunderstanding of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29, 105-120.
Anderson, L.W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Arnold, P., Sarge, A., & Worrall, L. (1995). Children’s knowledge of the Earth’s shape and its gravitational field. International Journal of Science Education, 17(5), 635–641.
Atav, E., Erdem, E., Yılmaz, A., & Gücüm, B. (2004). The effect of developing analogies for meaningful learning of the subject of enzymes. Hacettepe Uni. Journal of Education, 27, 21-29.
Aubrecht, G.J., & Raduta, C. (2005). American and romanian student approaches to solving simple electricity and magnetism problems. Association for University Regional Campuses of Ohio Journal, 11, 51-66.
Aykutlu, I., & Şen, A.I. (2011). Using analogies in determining and overcoming high school students’ misconceptions about electric current. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 221-250.
Barnett, M. (2002). Adressing children’s alternative frameworks of the Moon’s phases and eclipses, International Journal of Science Education, 24,8, 859-879.
Bartlett, D. (2004). Analogies between electricity and gravity. Metrologia, 41, 115-124.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11(5), 502-513.
Bell, B., Osborne R., & Tasker, R. (1985). Finding out what children think. In R. Osborne, & P. Freyberg (1985). Learning in Science (151-165). Auckland: Heinneman.
Bilaloğlu, R. (2006). Altı Yaş Çocuklarına Bağışıklık Sisteminin Analoji Tekniği İle Öğretiminin Başarı ve Kalıcılığa Etkisi. Unpublished Master Thesis, Çukurova University, Institute of Social Sciences, Adana.
Bilgin, İ., & Geban, Ö. (2001). Benzeşim(Analoji) yöntemi kullanarak lise 2. sınıf öğrencilerinin kimyasal denge konusundaki kavram yanılgılarının giderilmesi. Hacettepe Uni. Journal of Education, 20, 26-32.
Blake, A. (2004). Helping young children to see what ıs relevant and why: supporting cognitive change in earth science using analogy. Research Report Int. Journal of Science Education, 26(15), 1855-1873.
Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
Brown, D.E., & Clement, J. (1989). Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction. Instructional Sci., 18, 237– 261.
Bryce, T.G., & Macmillan, K. (2005). Encouraging conceptual change: the use of bridging analogies in the teaching of action-reaction forces and the 'At Rest' condition in Physics. Int. Journal of Science Education, 27(6), 737-763.
Bryce, T.G.K., & Blown, E.J. (2013). Children's concepts of the shape and size of the Earth, Sun and Moon. International Journal of Science Education, 35(3), 388–446.
Bülbül, E., İyibil, Ü.G., & Şahin, Ç. (2013). Determination of elementary school 8th grade students’ perceptions about the Astronomy concept. Journal of Research in Education and Teaching, 2(3), 22.
Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. A report prepared for the Office of Science Education National Institutes of Health. BSCS.org [online]: Retrieved on 11-Feb.-2016, at URL: http://www.bscs.org/sites/default/files/_ legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf
Calderón-Canales, E., Flores-Camacho, F., & Gallegos-Cázares, L. (2013). Elementary students’ mental models of the Solar System. Astronomy Education Review, 12(1).
Callison, P.L. & Wright, E.L. (1993, April). The effect of teaching strategies using models on preservice elementary teachers’ conceptions about Earth- Sun- Moon relationships. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta. [online]: Retrieved on 05-Sept.-2015, at URL: http://eric.ed.gov/?id=ED360171.
Candela, A. (2001). Earthly Talk. Human Development, 44, 119.
Chin, C., & Brown, D.E. (2000). Learning in Science: a comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138.
Chiu, M.H., & Chen, I.J. (2005). Dynamic analogies promoting students’ learning of behavior of gas particles. Paper presented at ESERA, Barcelona, Spain.
Chiu, M.H., & Lin, J.W. (2005). Promoting fourth graders’ conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42(4), 429-464.
Choi, K., & Chang, H. (2004). The effects of using the electric circuit model in science education to facilitate learning electricity-related concepts. Journal of the Korean Physical Society, 44(6), 1341-1348.
Cin, M. (2007). Alternative views of the solar system among Turkish students. Review of Education, 53, 39–53.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education, 6th Ed. Routledge, New York.
Coll, R., & Treagust, D. (2001). Learners use of analogy and alternative conceptions for chemical bonding. Australian Science Teachers Journal, 48(1), 24-32.
Cosgrove, M. (1995). A study of science-in-the-making as students generate an analogy for electricity. International Journal of Science Education, 17(3), 295-310.
Crider, A. (2015). Teaching visual literacy in the Astronomy classroom. New Directions for Teaching and Learning, 141.
Çalık, M. (2006). Devising and implementing guide materials related to “Solution Chemistry” topic in grade 9 based on Constructivist Learning Theory. Unpublished PhD Thesis, KTU Institute of Natural Sciences, Trabzon.
Çalık, M., & Ayas, A. (2005). An analogy activity for incorporating students‟ conceptions of types of solutions. Asia- Pasific Forum on Science Learning and Teaching, 6(2), 1-13.
Çalık, M., Ayas, A., & Coll, R.K. (2010). Investigating the effectiveness of usage of different methods embed-ded with four-step constructivist teaching strategy. Journal of Science Education and Technology, 19(1), 32–48.
Çalik, M., Okur, M., & Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of “Sound Propagation”. Journal of Scientific Educational Technology, 20, 729-742.
Dagher, Z., & Cossman, G. (1992). Verbal explanations given by science teachers: Their nature and implications. Journal of Research in Science Teaching, 29, 361-374.
Dagher, Z.R. (1994). Does the Use of Analogies Contribute to Conceptual Change? Science Education, 78(6), 601-630.
Değirmençay, Ş. (2010). 5E modeline dayalı geliştirilen rehber materyalin etkililiği ısının yayılması ve etkileri. Unpublished PhD Thesis, KTU Institute of Natural Sciences, Trabzon.
Demirci Güler, M.P. (2007). Analogies used ın Science Teaching, The ınvestigation of effect of analogy on students’ achievement, attitude and knowledge retention. Unpublished PhD Thesis, Gazi University, Institute of Educational Sciences, Ankara.
Demirci Güler, P., & Yağbasan, R. (2008). The description of problems relating to analogies used in science and technology textbooks. İnonu University Journal of the Faculty of Education, 9(16) 105-122.
Diakidoy, I.N., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11, 1–20.
Dikmenli, M., & Çardak, O. (2004). Lise 1 biyoloji ders kitaplarındaki kavram yanılgıları üzerine bir araştırma, Eurasian Journal of Educational Research, 17, 130-141.
Dilber, R., & Düzgün, B. (2008). Effectiveness of analogy on students’ scucess and elimination of misconceptions. Latin American Journal of Physics Edu., 2(3), 174-183.
Dinçer, S. (2005). Bilgisayar ve Teknolojileri Öğreniminde Analoji (Benzetme) Yönteminin Yararları ve Yöntemleri. Paper presented at Akademik Bilişim 2005, Gaziantep.
Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: The National Academies Press.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.
Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649-672.
Duit, R., Roth, W.M., Komorek, M., & Wilbers, J. (2011). Fostering conceptual change by analogies -between Scylla and Charybdis. Learning and Instruction, 11, 283–303.
Dupin, J.J., & Joshua, S. (1989). Analogies and “modelling analogies” in teaching, Some examples in basic electricity. Science Education, 73, 207-224.
Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70, 56- 59.
Ekiz, D., & Akbaş, Y. (2005). İlköğretim 6. sınıf öğrencilerinin astronomi ile ilgili kavramları anlama düzeyi ve kavram yanılgıları. Milli Eğitim, 165.
Emrahoğlu, N., & Öztürk, A. (2009). A longitudinal research on the analysis of the prospective science teachers’ level of understanding the astronomical concepts and their misconceptions. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 18 (1), 165–180.
Ercan, F., Taşdere, A., & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapısı ve kavramsal değişimin gözlenmesi. Türk Fen Eğitimi Dergisi, 8(1), 136-153.
Fensham, P., Gunstone, R., & White, R. (1994). Introduction: Science content and constructivist views of learning and teaching. In P. Fensham, R. Gunstone & R. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 1-8). London: Falmer Press.
Fraser, A. (2005). The effect of using a woodland community analogy to teach about energy transfer in a cave community. Teaching Science, 51(1), 17-22.
Frede, V. (2006). Pre-service elementary teacher’s conceptions about astronomy. Advances in Space Research, 38, 2237–2246.
Freedman, R.H. (1998). Constructivist assessment practices. Paper presented at the Annual Meeting of the Association for Educators of teachers of Science, Minneapolis, MN.
Gabel, D., & Sherwood, R. (1980). The effect of using analogies on chemistry achievement according to Piagetian level. Science Education, 64, 709-716.
Garde, I. (1986). An easy approach for reading manometers to determine gas pressure; the analogy of the child seesaw. Journal Of Chemical Education, 63, 9.
Gentner, D. (1983). Structure-Mapping: theoretical framework for analogy. Cognitive Science. 7, 155–170.
Gentner, D., & Markman, A.B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52, 45-56.
Gentner, D., & Smith, L. (2012). Analogical reasoning. In V.S. Ramachandran (Ed.) Encyclopedia of Human Behavior (2nd Ed.). pp. 130-136. Oxford, UK: Elsevier.
Gentner, D., Brem, S., Ferguson, R.W., Markman, A.B., Levidow, B.B., Wolff, P., & Forbus, K.D. (1997). Analogical reasoning and conceptual change: A case study of Johannes Kepler. The Journal of the Learning Sciences, 6(1), 3–40.
Gilbert, S.W. (1989). An evaluation of the use of analogy, simile, and metaphor in science texts. Journal of Research in Science Teaching, 26(4), 315-327.
Glynn, S.M. (1989). The teaching-with-analogies (twa) model: explaining concepts in expository text. K. D. Muth (Ed.), Children's comprehension of text: research into practice (pp. 185–204). Newark: International Reading Association.
Glynn, S.M. (1991). Explaining science concepts: A teaching-with-analogies model. In S. Glynn, R. Yeany, & B. Britton (Eds.), The Psychology of Learning Science (pp. 219-240). Hillsdale, N.J.: Erlbaum.
Glynn, S.M. (2007). The Teaching-With-Analogies Model. Science and Children, Methods & Strategies Ideas and Techniques to Enhance Your Science Teaching, 52-55.
Glynn, S.M. (2008). Making science concepts meaningful to students: Teaching with analogies. In S. Mikelskis-Seifert, U. Reingelband & M. Brückman (Eds.). Four decades of research in science education: From curriculum development to quality improvement (113-125). Münster, Germany: Waxmann.
Glynn, S.M., & Duit, T.R. (Ed.). (1995). Learning science ın the school research reforming practice. U.S.A New Jersey: Lawrence Erlbaum Associates, Inc.
Glynn, S.M., & Takahashi. (1998). Learning from analogy-enhanced science text. Journal of Research in Science Teaching, 35(10), 1129–1149.
Glynn, S.M., Taasoobshirazi, G., & Fowler, S. (2007). Analogies: Explanatory tools in webbased science instruction. Educational Technology, XLVII (5), 45-50.
Göncü, Ö., & Korur, F. (2012). “İlköğretim öğrencilerinin astronomi temelli ünitelerdeki kavram yanılgılarının üç-aşamalı test ile tespit edilmesi”. Paper presented at the X. National Science and Math. Conference, Niğde.
Gülçiçek, Ç., Bağı, N., & Moğol, S. (2003). Öğrencilerin Atom Yapısı-Güneş Sistemi pedagojik benzeştirme (anoloji) modelini analiz yeterlilikleri. Milli Eğitim, 159.
Harrison, A., & Jong, O. (2005). Exploring the use of multiple analogical models when teaching and learning chemical equilibrium. Journal of Research In Science Teaching, 42 (10), 1135–1159.
Harrison, A.G., & Treagust, D.F. (1993). Teaching with Analogies: A case study in Grade-10 Optics. Journal of Research in Science Teaching, 30(10), 1291-1307.
Hawkes, S.J. (1996). Salts are mostly not ionized. Journal of Chemical Edu., 73(5), 421-423.
Hewson, P.W. (1992). Conceptual change in science teaching and teacher education. National Center for Educational Research, Documentation, and Assessment, Madrid, Spain. [online]: Retrieved on 05-Sept.-2015, at URL: https://www.learner.org/ workshops/lala2/support/hewson.pdf
Holyoak, K.J. & Thagard, P. (1995). Mental leaps: Analogy in creative thought. Cambridge, MA, Lawrence Erlbaum: The MIT Press. In Dilber, R., & Düzgün, B. (2008). Effectiveness of analogy on students’ scucess and elimination of misconceptions. Latin American Journal of Physics Education, 2(3), 174-183.
Hong-Kwen, B. & Kok-Aun, T. (1997). Use of analogy in teaching the particulate theory of matter. Teaching and Learning, 17(2),79-85.
Huddle, A.P., White, W.M., & Rogers, F. (2000). Simulations for teaching chemical equilibrium. Journal of Chemical Equilibrium, 77(7), 920-926.
Impey, C. & Buxner, S., & Antonellis, J. (2012). Non-scientific beliefs among undergraduate students. Astronomy Education Review, 11.
İpek, H., & Çalık, M. (2008). Combining different conceptual change methods within four-step Constructivist Teaching Model: A sample teaching of Series and Parallel Circuits. International Journal of Environmental & Science Education, 3(3), 143-153.
İyibil, Ü., & Sağlam Arslan, A. (2010). Fizik öğretmen adaylarının yıldız kavramına dair zihinsel modelleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 25-46.
Jackson, S.L. (2013). Research Methods A Modular Approach, 3th Editon. Cengage Learning.
James, M.C., & Scharmann, L.C. (2007). Using analogies to improve the teaching performance of pre-service teachers. J. of Research in Science Teach., 44(4), 565-585.
Johnstone A.H., & Al-Naeme F.F. (1991). Room for Scientific thought. International Journal of Science Education, 13, 187-192.
Jones, B., Lynch, P., & Reesink, C. (1987). Children’s conceptions of the Earth, Sun and Moon. International Journal of Science Education, 9, 43–53.
Kalkan, H., & Kıroğlu, K. (2007). Science and nonscience students’ ıdeas about basic astronomy concepts in pre-service training for elemantary school teachers. Astronomy Education Review, 6(1), 15-24.
Kaptan, F., & Arslan, B. (2002). Fen öğretiminde soru cevap tekniği ile analoji tekniğinin karşılaştırılması. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 1, 183-190.
Karadoğu., Z. (2007). The Effect of Using Analogy in Primary School Science and Technology Lesson on Success and Attitude (Unpublished Master Thesis). Yüzüncü Yıl University Institute of Social Sciences, Van.
Kesercioğlu, T., Yılmaz, H., Huyugüzel Çavaş, P., & Çavaş, B. (2004). The usage of analogies in teaching primary science education: “Examples”. Ege Eğitim Dergisi, 5, 35-44.
Kids Astronomy (http://www.kidsastronomy.com).
Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439–454.
Kikas, E. (2005). Development of Children's Knowledge: The Sky, the Earth and the Sun in Children's Explanations. Electronic Journal of Folklore, 31, 31-56.
Kikas, E. (2006). The effect of verbal and visuo-spatial abilities on the development of knowledge of the Earth. Research in Science Education, 36, 269–283.
Kim, S., & Van Dusen, L.M. (1998). The role of prior knowledge and elaboration in text comprehension and memory: A comparison of self-generated and text provided elaboration. American Journal of Psychology, 111, 353-378.
Kok-Aun, T., & Hong-Kwen, B. (1999). Students' perspectives in understanding light and vision. Educational Research, 41(2), 155-162.
Krantz, P.D. (2004). Inquiry, slime and the national standards. Science Activities, 41(3), 22-25.
Kurnaz, M.A., & Çalık, M. (2008). Using different conceptual change methods embedded within 5e model: a sample teaching for Heat and Temperature. Journal of Physics Teacher Education Online, 5(1), 3-10.
Küçüközer, H. (2007). Prospective science teachers’ conceptions about astronomical subjects. Science Education International, 18(2), 113-130.
Küçüközer, H., Korkusuz, M.E., Küçüközer, H.A., & Yürümezoğlu, K. (2009). The effect of 3D computer modeling and observation-based ınstruction on the conceptual change regarding basic concepts of astronomy in elementary school students. Astronomy Education Review, 43(6), 40-58.
Küçükturan, G. (2003). Okulöncesi fen öğretiminde bir teknik: Analoji. Milli Eğitim, 157.
Lawson, A. E. (1993). The importance of analogy: A prelude to the special issue. Journal of Research in Science Teaching, 30, 1213-1214.
Marek, E.A. (1986). They Misunderstand, But They’ll Pass, The Science Teacher, 53(9), 32-35.
Matthews, M.R. (2002). Constructivism and Science Education: A Further Appraisal. Journal of Science Education and Technology, 11(2), 121-134.
May, D., Hammer, D., & Roy, P. (2006). Children’s analogical reasoning in a Third-Grade science discussion. Science Education. 90, 316-330.
MEB. (2006). İlköğretim Fen ve Teknoloji Dersi (4 ve 5. Sınıflar) Öğretim Programı, MEB: Ankara.
MEB. (2013). Milli Eğitim Bakanlığı Okul Öncesi Eğitimi Genel Müdürlüğü Okul Öncesi Öğretim Programı (36-72 Aylık Çocuklar İçin) [online]: Retrieved on 05-Sept.-2015, at URL: http://tegm.meb.gov.tr/meb_iys_dosyalar/2013_04/04124340_program kitabi.pdf
MEB. (2015). Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı, İlkokul Hayat Bilgisi Dersi (1, 2, 3. Sınıflar) Öğretim Programı, MEB: Ankara.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey Bass.
Millar, R., & Driver, R. (1987). Beyond Processes. Studies in Science Education, 14, 33–62.
Mulholland, J., & Ginns, I. (2008). College MOON Project Australia: Preservice teachers learning about the Moon’s Phases. Research in Science Education, 38, 385–399.
Murray, T., Schultz, K., Brown, D., Clement, J. (1990). An analogy-based computer tutor for remediating physics misconceptions. Interactive Learning Environments, 1(2), 79-101.
Nakhleh, M.B. (1992). Why some students don't learn chemistry? Journal of Chemical Education, 69(3), 191-196.
Newton, L.D. (2003). The occurrence of analogies in elementary school science books. Instructional Science, 31(6), 353-75.
Nicoll, G.A. (2001). Report of undergraduates‟ bonding misconception. International Journal of Science Education, 23(7), 707-730.
Ojala, J. (1997). Lost in Space? The concepts of planetary phenomena held by trainee primary school teachers. International Research in Geographical and Environmental Education, 6(3), 183–203.
Orgill, M-K., & Thomas, M. (2007). Analogies and the 5E model. The Science Teacher, 74(1), 40-45.
Örnek, F. (2007). Evaluation novelty in Modeling-Based and interactive engagement ınstruction. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 231- 237.
Örnek, F. (2008). Models in Science Education: Applications of models in learning and teaching science, International Journal of Environmental & Science Education, 3(2), 35- 45.
Özkan, Ö., Tekkaya, C., & Çakıroğlu, J. (2002). Fen bilgisi aday öğretmenlerin fen kavramlarını anlama düzeyleri, fen öğretimine yönelik tutum ve özyeterlilik inançları. Proceedings of V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (Vol: II, pp: 1300-1304), Ankara.
Özsevgeç, T. (2007). Determining effectiveness of guided materials about Force and Motion Unit based on the 5E Model for elementary students. Unpublished PhD Thesis. Karadeniz Technical University, Institute of Natural Sciences, Trabzon, Turkey.
Paatz, R., Ryder, J., Schwedes, H., & Scott, P. (2004). A case study analyzing the process of analogybased learning in a teaching unit about electric circuits. International Journal of Science Education, 26(9), 1065–1081.
Paris, N.A. (1999). Biyology by Analogy. The Science Teacher, 66(8), 38-43.
Paris, N.A., & Glynn, S.M. (2004). Elaborate analogies in science text: Tools for enhancing preservice teachers’ knowledge and attitudes. Contemporary Educational Psychology, 29, 230-247.
Parker, J., & Heywood, D. (1998). The Earth and Beyond: Developing primary teachers understanding of basic astronomical events. International Journal of Science Education, 20(5): 503–520.
Partridge, B., & Greenstein, G. (2003). Goals for ‘Astro 101’: Report on Workshops for department leaders. Astronomy Education Review, 2, 46–89.
Percy, J.R. (1998). Astronomy Education: An International Perspective. Astrophysics and Space Science, 258, 347-355.
Pittman, K. M. (1999). Student-generated analogies: Another way of knowing? Journal of Research in Science Teaching, 36, 1-22.
Plummer, J. (2008). Students’ development of Astronomy concepts across time. Astronomy Education Review, 7(1).
Rigas, P., & Valanides, N. (2003). Teaching biology with written analogies, Post-graduate Dissertation to the Faculty of Education. University of Cyprus, Cyprus.
Robson, C. (1998). Real World Research. Blackwell Publishers Ltd., Oxford, UK.
Roland, N. (2006). A hydrodynamic analogy to energy losses in capacitors. Physics Education, 41, 217-218.
Rosvick, J. (2009). An interactive demonstration of Solar and Lunar Eclipses. Astronomy Education Review, 2(7), 112-121.
Rule, A.C., & Furletti, C. (2004). Using form and function analogy objeck boxes to teach human body systems. School Science And Mathematics, 104(4), 155-170.
Saglam-Arslan, A., & Devecioglu, Y. (2010). Student Teachers’ level of understanding and model of understanding about Newton's Laws of Motion. Asia-Pacific Forum on Science Learning and Teaching, 11 (1), Article 7.
Sağırlı, S. (2002). The effect of using analogy on the success in science instruction. Unpublished Master’s Thesis. Marmara University, Graduate School of Natural and Applied Science, İstanbul.
Sağlam-Arslan, A., & Kurnaz, M.A. (2009). Prospective physics teachers’ level of understanding energy, power and force concepts. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 6.
Samarapungavan, A., Vosniadou, S., & Brewer, W.F. (1996). Mental models of the Earth, Sun and Moon: Indian childrens’ Cosmologies. Cognitive Development, 11(4), 491–521.
Schmidt, H.J. (1997). Students’ misconceptions-looking for a pattern. Science Education, 81, 123-135.
Sezen, F. (2002). İlköğretim 7. Sınıf öğrencilerinin astronomi kavramlarını anlama düzeyleri ve kavram yanılgıları. Unpublished Master’s Thesis, Karadeniz Technical University, Institute of Natural Sciences, Trabzon, Turkey.
Shadish, W. R., Cook, T. D., & Campbell, D.T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
Sharp, J.G. (1996). Children’s astronomical beliefs: A preliminary study of Year 6 children in southwest England. International Journal of Science Education, 18(6), 685–712.
Sharp, J.G. (1999). Young children’s ideas about the Earth in space. International Journal of Early Years Education, 7(2), 159–172.
Sharp, J.G., & Kuerbis, P. (2006). Children’s ıdeas about the Solar System and the Chaos in learning science. Science Education, 90(1), 124-147.
Sneider, C., & Ohady, M.M. (1998). Unravelling students’ misconceptions about the Earth’s shape and gravity. Science Education, 82(2), 265–284.
Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28(4), 305-313.
Suzuki, M. (2003). Conversations about the Moon with prospective teachers in Japan. Science Education, 87(6), 892–910.
Sülün, Y., Gerecek, M., & Keser, A. (2005). İlköğretim 6. sınıf fen bilgisi dersinde dolaşım sistemi’ konusunun analoji tekniği ile öğretiminin öğrenci başarısına etkisinin belirlenmesi. Paper presented at XIV. Ulusal Eğitim Bilimleri Kongresi Pamukkale Üniversitesi Eğitim, Denizli.
Şahin Pekmez, E. (2010). Using analogies to prevent misconceptions about chemical equilibrium. Asia-Pacific Forum on Science Learning and Teaching, 11(2), 2.
Şahin, F., Mertoğlu, H., & Çömek, A. (2001). Öğrencilerin oluşturdukları analojilerin öğrenmeye etkisi. Paper presented at Yeni Bin Yılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu, İstanbul.
Şaşmaz Ören, F., & Erduran Avcı, D. (2004). The effect of educational game teaching on academic achievement in science education course in subject of “Solar System and Planets”. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 67-76.
Taber, K.S. (1995). An analogy for discussing progression in learning chemistry. School Science Review, 76 (276), 91-95.
Taşcan, M. (2013). Determine of science teachers knowledge level about basic astronomy subjects (The example of Malatya). Unpublished Master Thesis, İnönü University, Institute of Educational Sciences, Malatya.
Tay, R. (2004). Sosyal bilgiler dersinde anlamlandırma stratejilerinin yeri ve önemi. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 5(2), 1-12.
Taylor, J.R., & Zafiratos, C.D. (1991). Modern physics for scientists and engineers. Prentice-Hall, Inc. Englewood Cliffs: New Jersey.
Taylor, N., & Coll, R. (1997). The use of analogy in the teaching of Solubility to pre-service primary teachers. Academic Search Premier, 43, 4.
Tekbıyık, A. (2010). Bağlam temelli yaklaşımla ortaöğretim 9. sınıf enerji ünitesine yönelik 5E modeline uygun ders materyalleri geliştirilmesi. PhD Thesis, Karadeniz Technical University, Institute of Natural Sciences, Trabzon, Turkey.
Thiele, R.B., & Treagust, D.F. (1994). An examination of high scholl chemistry teachers’ analogical explanations. Journal of Research in Science Teaching, 31(3), 227-242.
Treagust, D.F., Harrison, A.G., & Venville, G.J. (1998). Teaching science effectively with analogies: An approach for preservice and inservice teacher education. Journal of Science Teacher Education, 9(2), 85-101.
Trumper, R. (2001). A cross-college age study of science and nonscience students’ conceptions of basic astronomy concepts in pre-service training for high-school teachers. Journal of Science Education and Technology, 10(2), 189-195.
Trumper, R. (2003). The need for change in elementary school teacher training-a crosscollege age study of future teachers’ conceptions of basic astronomy concepts. Teaching and Teacher Education, 19, 309–323.
Trumper, R. (2006a). Teaching future teachers basic astronomy concepts Sun-Earth-Moon relative movements-at a time of reform in science education. Research in Science & Technology Education, 24(1), 85-109.
Trumper, R. (2006b). Teaching future teachers basic astronomy concepts -Seasonal Changesat a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906.
Tsai, C.C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: A Study of an Analogy Activity. Journal of Science Education and Teaching, 8(1), 83-91.
Tunca, Z., (2002). Türkiye’de ilk ve orta öğretimde astronomi eğitimi öğretimi dünü, bugünü. [online]: Retrieved on 05-Sept.-2015, at URL: http://www.fedu.metu.edu.tr/ufbmek5/b_kitabi/PDF/Astronomipanel/t15d.pdf
Türkoğlu, O., Örnek, F., Gökdere, M., Süleymanoğlu, N., & Orbay, M. (2009). On preservice science teachers' preexisting knowledge levels about basic astronomy concepts. International Journal of Physical Sciences, 4 (11),734-739.
Ugur, G., Dilber, R., Senpolat, Y., & Duzgun, B. (2011). The effects of analogy on students' understanding of direct current circuits and attitudes towards physics lessons. European Journal of Educational Research, 1(3), 211-223.
Unsal, Y., & Güneş, B. (2002). Bir kitap inceleme çalışması örneği olarak M.E.B. ilköğretim 4. sınıf fen bilgisi ders kitabına fizik konuları yönünden eleştirel bir bakış. Gazi Eğitim Fakültesi Dergisi, 22(3), 107-120.
Ültay, N., & Çalik, M. (2016). A comparison of different teaching designs of ‘Acids and Bases’ subject. Eurasia Journal of Mathematics, Science & Technology Edu., 12(1), 57-86.
Vosniadou, S. (1991). Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy. Journal of Curriculum Studies, 23(3), 219– 237.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
Vosniadou, S., & Brewer, W.F. (1994). Mental models of the Day/Night Cycle. Cognitive Science, 18, 123–183.
Ward, R.B., Sadler, P.M., & Shapiro, I.I. (2008). Learning physical science through astronomy activities: A Comparison between constructivist and traditional approaches in Grades 3-6. Astronomy Education Review, 2(6), 1-19.
Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4), 37-43.
Wong, E.D. (1993). Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. J. of Research in Science Teaching, 30, 367-380.
Yager, R. E. (1995). Constructivism and the learning of science. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 35–58). Mahwah, NJ: Erlbaum.
Zeitoun, H.H. (1984). Teaching scientific analogies: a proposed model. Research on Science and Technological Education, 2(2), 107–125.

How to cite this article

APA

DEVECIOGLU-KAYMAKCI, Y. (2016). Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 881-911. https://doi.org/10.12973/eurasia.2016.1266a

Vancouver

DEVECIOGLU-KAYMAKCI Y. Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System. EURASIA J Math Sci Tech Ed. 2016;12(4):881-911. https://doi.org/10.12973/eurasia.2016.1266a

AMA

DEVECIOGLU-KAYMAKCI Y. Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System. EURASIA J Math Sci Tech Ed. 2016;12(4), 881-911. https://doi.org/10.12973/eurasia.2016.1266a

Chicago

DEVECIOGLU-KAYMAKCI, Yasemin. "Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 4 (2016): 881-911. https://doi.org/10.12973/eurasia.2016.1266a

Harvard

DEVECIOGLU-KAYMAKCI, Y. (2016). Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), pp. 881-911. https://doi.org/10.12973/eurasia.2016.1266a

MLA

DEVECIOGLU-KAYMAKCI, Yasemin "Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 4, 2016, pp. 881-911. https://doi.org/10.12973/eurasia.2016.1266a