Science Study Using Analogy in the Classroom

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  • SATO Hiroyuki
    United Graduate School of Education, Tokyo Gakugei University:Takehaya Lower Secondary School, attached to Tokyo Gakugei University
  • MORIMOTO Shinya
    Faculty of Education and Human Sciences, Yokohama National University

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  • 理科学習における類推的思考の意味と意義に関する考察
  • リカ ガクシュウ ニ オケル ルイスイテキ シコウ ノ イミ ト イギ ニ カンスル コウサツ

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Abstract

<p>J. O. Head and C. R. Sutton say that individual cognition, sentiment, and rhetoric unite in the metaphor of a scientific concept. That is, it is shown that a new concept is constructed by having and intuiting a sentiment-prejudice. In order to develop the ability to express the concept of a natural phenomenon, studying the construction methods of logic such as the analogy is required. Simultaneously, the usefulness of "warm cognition," that is, cognition united with sentiment, is shown. These can be considered indispensable when drawing up a science lesson.</p>

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