An emerging learning design based on analogical reasoning

Kearney, MD; Young, KA

An emerging learning design based on analogical reasoning

Kearney, MD

Young, KA

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Publisher:: LAMS Foundation
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 2nd International LAMS Conference 2007, 2007, pp. 51 - 61
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Kearney, MD https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Young, KA https://orcid.org/0000-0002-6455-995X	en_US
dc.contributor.editor	Cameron, L	en_US
dc.contributor.editor	Dalziel, J	en_US
dc.date	2007-11-26	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Proceedings of the 2nd International LAMS Conference 2007, 2007, pp. 51 - 61	en_US
dc.identifier.isbn	978-1-74138-272-3	en_US
dc.identifier.uri	http://hdl.handle.net/10453/2291
dc.description.abstract	This paper presents a beta version of a generic learning design based on analogical reasoning. The value of applying principles of analogical reasoning, informed by key literature, is explored. The need to work collaboratively, not only with field experts but also teachers themselves is also discussed. This relationship is evidenced through the contribution of pre-service teacher participants who took part in a recent study which focused on their experiences in designing and implementing a learning design based on well researched learning strategies. Participants chose to implement their own contextualised analogical reasoning online tasks in school-based learning environments and the crucial role of the teacher to facilitate learning of target concepts is highlighted.	en_US
dc.publisher	LAMS Foundation	en_US
dc.relation.ispartof	Proceedings of the 2nd International LAMS Conference 2007	en_US
dc.relation.ispartof	International LAMS Conference	en_US
dc.title	An emerging learning design based on analogical reasoning	en_US
dc.type	Conference Proceeding
utslib.location	Macquarie University, Sydney	en_US
utslib.location.activity	Macquarie University, Sydney	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	160512 Social Policy	en_US
dc.location.activity	Macquarie University, Sydney	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Macquarie University, Sydney	en_US
pubs.start-date	2007-11-26	en_US

Abstract:

This paper presents a beta version of a generic learning design based on analogical reasoning. The value of applying principles of analogical reasoning, informed by key literature, is explored. The need to work collaboratively, not only with field experts but also teachers themselves is also discussed. This relationship is evidenced through the contribution of pre-service teacher participants who took part in a recent study which focused on their experiences in designing and implementing a learning design based on well researched learning strategies. Participants chose to implement their own contextualised analogical reasoning online tasks in school-based learning environments and the crucial role of the teacher to facilitate learning of target concepts is highlighted.

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http://hdl.handle.net/10453/2291