Analogy-Integrated e-Learning Module: Facilitating Students’ Conceptual Understanding
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Florida, J. (2012). Analogy-Integrated e-Learning Module:
Facilitating Students’ Conceptual Understanding. Journal of Computers in Mathematics and Science Teaching, 31(2), 139-157. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36111.
Journal of Computers in Mathematics and Science Teaching
Volume 31, Issue 2, April 2012
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
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The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare instructional analogies by Baker and Lawson and the TWA model by Glynn. Results reveal that the analogy-integrated e-learning module can facilitate students’ conceptual understanding in Cellular Respiration. Findings of the study showed that brain hemispheric dominance does not significantly affects the academic achievement of the students. However, there was a significant effect of the students’ dominant learning style on their conceptual understanding. The results indicated that Sensing and Reflective learners are better facilitated by analogy-integrated e-learning module because their learning styles match the instructional strategy.
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