Making Connections: How Examples Work
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Making Connections:How Examples Work
Kelly Mix
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Teachers generate examples frequently (Richland, Holyoak & Stigler, 2004)
We’re gonna say this—this circle righthere is an orange. It’s an orange. Alright, it’s an orange. Now let’s say we’re gonnatake—stick a needle in the orange n’ suck out everything inside except for thepeeling of the orange ((demonstrates with hands)). Okay (.) we’re—we’re gonnapretend like that’s our circumference righ’ there.
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“Qualitative Change”
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Abstracting Conceptual Structure
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1. Abstracting conceptual structure
2. Seeing relatedness
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Abstracting Conceptual Structure
• Learners struggle with this . . . (Goldstone & Son, 2005)
Competitive Specialization
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Abstracting Conceptual Structure
Concrete Idealized
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Abstracting Conceptual Structure
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How do students abstract structure?
By Comparing!– Multiple examples (Namy & Gentner, 2004, Waxman & Markow,
2000)
– Concreteness Fading (Goldstone & Son, 2005)
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1. Abstracting conceptual structure
2. Seeing relatedness
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Seeing Relatedness
Learners struggle with this . . . (Gick & Holyoak, 1980)
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Seeing Relatedness
Gick & Holyoak, 1980
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Seeing Relatedness
Gick & Holyoak, 1980
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Seeing Relatedness
Gick & Holyoak, 1980
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Seeing Relatedness
Gick & Holyoak, 1980
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How is a robin like a chicken?
Structure Mapping Theory (Dedre Gentner and colleagues)
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How is a robin like a chicken?
Structure Mapping Theory (Dedre Gentner and colleagues)
Lays eggs
Eats worms
Lives in barnyard
Builds nests
Lays eggs
Eats worms
Lives in trees
Builds nests
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How is time like a river?
Structure Mapping Theory (Dedre Gentner and colleagues)
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Seeing Relatedness
• similar relational structure
• some impetusteacher directionshared labelshigh surface similaritymany points of alignment (richness)
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Instructional Implications
• Choose examples/exercises with clear and complete relational structure
• Use multiple examples and encourage comparisons
• Scaffold the alignment process
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What did this teacher do right?What could’ve been better?
We’re gonna say this—this circle righthere is an orange. It’s an orange. Alright, it’s an orange. Now let’s say we’re gonnatake—stick a needle in the orange n’ suck out everything inside except for thepeeling of the orange ((demonstrates with hands)). Okay (.) we’re—we’re gonnapretend like that’s our circumference righ’ there.