Abstract
Large numbers of studies have been investigating the transfer affects of analogical reasoning of problem solving that the source problems and its solving procedures were given and then following by the target problems. However problems raised from students in the science classes or laboratories would be hinted without source analogies. How could the students access appropriately and effectively to the potential source analogies existing already in their prior knowledge? The componential analog ies reasoning theory that the components were included encoding, inference, mapping, application a response was proposed by Sternberg et al. (1982). It is not very clear to explain the processes of reasoning for the spontaneous accessing the potential sou rce analogies existing in the individual's prior knowledge.
The purpose of the study is to investigate the analogical reasoning processes of problem solving after the instruction of a unit developed by bridging analogies. The protocols of thinking aloud and interviews were administered to the eighth graders who we re selected from the less able to the able based on the scores of prior knowledge and logical reasoning tests. The individual subject's processes of problem solving were analyzed.
In contrast to the Sternberg's theory this study tended to argue that the analogical reasoning components would be included problem representation identification, retrieval, mapping, and evaluation. Some findings come out with the reasoning components ana lyzed also be discussed.
| Keywords: | problem solving; analogical reasoning components; velocity; acceleration |
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