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Cognitive and Metacognitive Aspects in Conceptual Change by Analogy
ARTICLE

ISAIJLS Volume 22, Number 3, ISSN 0020-4277

Abstract

Reports on a qualitative study of teaching-learning by analogy that explores whether fifth-grade students' successful use of analogy in learning science was related to their understanding of a specific analogy; their metacognitive awareness of how the analogy was to be used and of the changes produced in their conceptual structures. (57 references) (KRN)

Citation

Mason, L. (1994). Cognitive and Metacognitive Aspects in Conceptual Change by Analogy. Instructional Science: An International Journal of the Learning Sciences, 22(3), 157. Retrieved February 18, 2020 from .

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