One of the ways students can express their mental models is by drawing analogiesbetween an already known domain and the domain of the scientific topic they are learning about. The literature stated that analogical reasoning is comprised of some subprocesses but in previous studies we have shown that in regular teaching situations, students do not spontaneously experience all of them, thus resulting in problems in students’ learning. In this paper, we have identified evidence of such subprocesses in students’ analogical reasoning when they participated in a modellingbased teaching about solubility that occurred in a regular classroom. From them, we discuss the influence of modellingbased teaching conducted in regular classrooms on students’ experience all the subprocesses of analogical reasoning.
【 预 览 】
STUDENTS’ ANALOGICAL REASONING WHEN PARTICIPATING IN MODELLINGBASED TEACHING ACTIVITIES