@article{oai:shotoku.repo.nii.ac.jp:00000292,
 author = {林, 秀雄},
 journal = {岐阜聖徳学園大学短期大学部紀要, Bulletin of Gifu Shotoku Gakuen University Junior College},
 month = {Mar},
 note = {The first purpose of this study was to examine five junior high school textbooks for examples of elaborate analogies. Forty-three of these analogies were detected. The "Physical" category appeared to contain the greatest number of these type of analogies. They were then objectively evaluated using the TWA Model, i.e., for using an analogy to explain science concept containing six operations. The results of this evaluation demonstrated that many of the analogies contained only four or five operations, and all of the analogies did not contain an, "indicate where analogy breaks down" operation. Therefore, these findings indicated that none of the textbooks warned against having analogies with a double-edged sword regarding their meaning, so when students intentionally or inadvertently compared features that did not correspond to one another, misunderstanding and misdirection could result. The second purpose was to investigate where a bridging analogies strategy could be effective in science teaching, thereby facilitating creativity. By applying this particular strategy, improvements on former strategies could be made. This type of strategy can lead to a conceptual change starting from existing conceptions so that the student can make intuitive sense of various aspects of scientific theory. By establishing analogical connections between situations students initially view as not being analogous, they may be able to extend their valid intuitions to initially troublesome target situations. This improved strategy adds two new parts for creating analogies and discussion to the former one. The results of this study indicate that this new strategy can be effective in science teaching, aiding in facilitating creativity.},
 pages = {55--86},
 title = {アナロジーを用いた創造性を養う理科授業の開発},
 volume = {34},
 year = {2002},
 yomi = {ハヤシ, ヒデオ}
}