Modeling by metaphor: how analogy is used in reasoning about current and resistance in an inquiry physics class

ORAL

Abstract

Scientists regularly use analogy to understand and communicate the intricacy of the natural world. More than just a language mechanism that allows borrowing from one domain to describe another domain, analogical reasoning has been described as generative process that creates inferential frameworks. Our research examines how physics students, when asked to describe a ‘mental model’ of electric circuits, use analogy to reason about current and resistance. A majority of students conflated ‘model’ with analogy, though they varied in the extent to which they relied on their analogy as an inferential framework for problem-solving. Why is this the case and what implications does it have for teaching about electricity?

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Authors

  • Katherine Doerr Morosky

    Univ of Texas, Austin

  • Arthur Sweeney

    Lee College, Baytown, TX, Lamar University, University of Texas at Arlington, Angelo State University, Rice University, Texas State University, College of William and Mary and National Institute of Aerospace, Nanyang Technological University, China Jiliang University, Baylor University, Louisiana State University, College of William and Mary, University of Oklahoma, University of Texas at Dallas, Univ of Texas, Austin, Texas State Univ-San Marcos, University of Cambridge, University of Texas at Austin, Indiana University - Bloomington, Lamar Univiversity, University of Cincinnati, Deartment of Physics, University of Texas, Arlington, Texas A&M University, College Station, University of Texas - Dallas, University of Dallas

  • Jill Marshall

    Univ of Texas, Austin, Department of Curriculum & Instruction, University of Texas at Austin