Creative Model Construction in Scientists and Students
How do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientifically trained experts thinking aloud while working on unfamiliar pr
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John J. Clement
Creative Model Construction in Scientists and Students The Role of Imagery, Analogy, and Mental Simulation
John J. Clement University of Massachusetts Amherst, MA 01003 USA
ISBN 978-90-481-3023-8 (PB) ISBN 978-1-4020-6711-2 (HB)
e-ISBN 978-1-4020-6712-9
Library of Congress Control Number: 2007938452 © 2008 Springer Science + Business Media B.V. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com
Acknowledgments
I would like to acknowledge the contributions of the following persons in preparing this book: First to my wife Barbara Morrell for all her support; and to the following for very valuable discussions: Ryan Tweney, Carol Smith, Lynn Stephens, Neil Stillings, David Brown, Melvin Steinberg, Tom Murray, William Barowy, and Jack Lochhead. The research reported in this document was supported by the National Science Foundation under Grants MDR-8751398, DRL-0723709, and REC-0231808. Any opinions, findings, and conclusions or recommendations expressed in this book are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction: A “Hidden World” of Nonformal Expert Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part One
1
Analogies, Models, and Creative Learning in Experts and Students
Section I Expert Reasoning and Learning via Analogy . . . . . . . . . . . . . . 2
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19
Major Processes Involved in Spontaneous Analogical Reasoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3
Methods Experts Use to Generate Analogies . . . . . . . . . . . . . . . . . . . . .
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4
Methods Experts Use to Evaluate an Analogy Relation. . . . . . . . . . . . .
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5
Expert Methods for Developing an Understanding of the Analogous Case and Applying Findings . . . . . . . . . . . . . . . . . . . .
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Section II Expert Model Construction and Scientific Insight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Case Study of Model Construction and Criticism in Expert Reasoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Creativity and Scientific Insight in the Case Study for S2 . . . . . . . . . . .
97
Section III Creative Nonformal Reasoning in Students and Implications for Instruction. . . . . . . . . . . . . . . . . . . . . . . . 117 8
Spontaneous Analogies Generated by Students Solving Science Problems . . . . . . . . . . . . . . .
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