title: Using analogy to learn about phenomena at scales outside human perception.
abstract: Understanding and reasoning about phenomena at scales outside human perception (for example, geologic time) is critical across science, technology, engineering, and mathematics. Thus, devising strong methods to support acquisition of reasoning at such scales is an important goal in science, technology, engineering, and mathematics education. In two experiments, we examine the use of analogical principles in learning about geologic time. Across both experiments we find that using a spatial analogy (for example, a time line) to make multiple alignments, and keeping all unrelated components of the analogy held constant (for example, keep the time line the same length), leads to better understanding of the magnitude of geologic time. Effective approaches also include hierarchically and progressively aligning scale information (Experiment 1) and active prediction in making alignments paired with immediate feedback (Experiments 1 and 2).
authors.affiliation: Department of Psychology, Penn State University Lehigh Valley, 2809 Saucon Valley Road, Center Valley, PA 18034 USA.
authors.forename: Ilyse
authors.initials: I
authors.lastname: Resnick
authors.affiliation: Department of Earth and Environmental Sciences, Temple University, Philadelphia, PA 19122 USA.
authors.forename: Alexandra
authors.initials: A
authors.lastname: Davatzes
authors.affiliation: Department of Psychology, Temple University, Philadelphia, PA 19122 USA.
authors.forename: Nora S
authors.initials: NS
authors.lastname: Newcombe
authors.affiliation: Department of Psychology, Temple University, Philadelphia, PA 19122 USA.
authors.forename: Thomas F
authors.initials: TF
authors.lastname: Shipley
keywords: Analogy; Corrective feedback; Magnitude; Progressive alignment; STEM education