The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning
The purpose of this research is to examine the effectiveness of using analogies as a teaching methodology in the learning of complicated concepts for high school courses of electrical circuits. For this purpose, using random clustering method of sampling, a population of 44 people was selected from...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
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Shahid Rajaee Teacher Training University (SRTTU)
2011-06-01
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| Series: | Fanāvarī-i āmūzish |
| Subjects: | |
| Online Access: | https://jte.sru.ac.ir/article_277_d0b2f1ebe6f0eef98fbfb8fdb32084a1.pdf |
| _version_ | 1818441534269292544 |
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| author | A.A. Motiebirjandi J. Hatami V.A. Fekri |
| author_facet | A.A. Motiebirjandi J. Hatami V.A. Fekri |
| author_sort | A.A. Motiebirjandi |
| collection | DOAJ |
| description | The purpose of this research is to examine the effectiveness of using analogies as a teaching methodology in the learning of complicated concepts for high school courses of electrical circuits. For this purpose, using random clustering method of sampling, a population of 44 people was selected from the third year students of martyr Rajaie high school of Azarshahr city and then was divided into two classes which were called "experimental group" and "control group". In order to examine the effect of using analogies in the educational progress of students a pretest-post test randomized group design was used. The selected groups were examined using pretest. Students in "experimental group" were taught using analogical pattern in 8 sessions with 90 minutes duration. But students in "control group" were taught using conventional methods. In posttest stage, learning rates of students in the both groups were measured using verified test. Results showed that below the 0.05 level, there was not a significant difference between averages of educational progress grades of the both "experimental group" and "control group". This difference was more considerable in high levels of Blooms taxonomy below the 0.05 level. Therefore it can be concluded that using analogies have brought about educational progress for students especially in complicated levels of learning. |
| first_indexed | 2024-12-14T18:29:47Z |
| format | Article |
| id | doaj.art-fab907a3bbe34f09bcb79438dc743c22 |
| institution | Directory Open Access Journal |
| issn | 2008-0441 2345-5462 |
| language | fas |
| last_indexed | 2024-12-14T18:29:47Z |
| publishDate | 2011-06-01 |
| publisher | Shahid Rajaee Teacher Training University (SRTTU) |
| record_format | Article |
| series | Fanāvarī-i āmūzish |
| spelling | doaj.art-fab907a3bbe34f09bcb79438dc743c222022-12-21T22:51:49ZfasShahid Rajaee Teacher Training University (SRTTU)Fanāvarī-i āmūzish2008-04412345-54622011-06-015316717910.22061/tej.2011.277277The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts LearningA.A. Motiebirjandi0J. Hatami1V.A. Fekri2Faculty of Electrical and Computer Engineering, Shahid Rajaei Teacher Training University, Tehran, IranFaculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, IranFaculty of Electrical and Power Engineering, Shahid Rajaei Teacher Training University, Tehran, IranThe purpose of this research is to examine the effectiveness of using analogies as a teaching methodology in the learning of complicated concepts for high school courses of electrical circuits. For this purpose, using random clustering method of sampling, a population of 44 people was selected from the third year students of martyr Rajaie high school of Azarshahr city and then was divided into two classes which were called "experimental group" and "control group". In order to examine the effect of using analogies in the educational progress of students a pretest-post test randomized group design was used. The selected groups were examined using pretest. Students in "experimental group" were taught using analogical pattern in 8 sessions with 90 minutes duration. But students in "control group" were taught using conventional methods. In posttest stage, learning rates of students in the both groups were measured using verified test. Results showed that below the 0.05 level, there was not a significant difference between averages of educational progress grades of the both "experimental group" and "control group". This difference was more considerable in high levels of Blooms taxonomy below the 0.05 level. Therefore it can be concluded that using analogies have brought about educational progress for students especially in complicated levels of learning.https://jte.sru.ac.ir/article_277_d0b2f1ebe6f0eef98fbfb8fdb32084a1.pdfsynectics modeldirect analogypretest-postinstruction o electrical circuits |
| spellingShingle | A.A. Motiebirjandi J. Hatami V.A. Fekri The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning Fanāvarī-i āmūzish synectics model direct analogy pretest-post instruction o electrical circuits |
| title | The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning |
| title_full | The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning |
| title_fullStr | The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning |
| title_full_unstemmed | The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning |
| title_short | The Effectiveness Examination of Using Analogies as a Teaching Methodology in the Complicated Concepts Learning |
| title_sort | effectiveness examination of using analogies as a teaching methodology in the complicated concepts learning |
| topic | synectics model direct analogy pretest-post instruction o electrical circuits |
| url | https://jte.sru.ac.ir/article_277_d0b2f1ebe6f0eef98fbfb8fdb32084a1.pdf |
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