There are two types of reflection based on what the learner reflects on: self-reflection and comparative reflection. In self-reflection, the learner reflects on her/his own actions, while in comparative reflection the learner reflects on others’ actions. We propose an alternative reflection type, as a subcategory of the comparative reflection, the analogical reflection. In analogical reflection, students reflect on analogies, collating their actions with the analog’s functions. The hypothesis of our research is the following. If the learners study an analogical model, the revision may be more substantial than the revision with self-reflection. We have designed a scaffolding software tool that assists students while reflecting analogically, the ART (Analogical Reflection Tool). In our research, we asked from the students (aged 15 years) to reflect (1) on their own actions and (2) on analogies, using the ART. In order to compare the metacognitive awareness due to self and analogical reflection we used three criteria-questions, based on the MAI (Metacognitive Awareness Inventory). According to the results, the analogical reflection activities are more efficient than the self-reflection activities in two criteria (recur to given data, summarize findings), while there was no significant difference in the third criterion (associate with existed knowledge).
|Keywords:||Analogies, Metacognition, Reflection, Modeling-based Learning, Physics|
PhD Candidate, Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes, Greece
Professor, Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes, Greece