Rapid Learning in a Children's Museum via Analogical Comparison

Dedre Gentner*, Susan C. Levine, Raedy Ping, Ashley Isaia, Sonica Dhillon, Claire Bradley, Garrett Honke

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

We tested whether analogical training could help children learn a key principle of elementary engineering-namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.

Original languageEnglish (US)
Pages (from-to)224-240
Number of pages17
JournalCognitive Science
Volume40
Issue number1
DOIs
StatePublished - Jan 1 2016

Keywords

  • Analogical learning
  • STEM learning in museums
  • Spatial learning

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Cognitive Neuroscience
  • Artificial Intelligence

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