Abstract
This session presents findings from a study about the impact of visual analogies on the teaching and learning of difficult concepts within a master's degree course. To bridge the gap between the known and unknown, the presenter used concrete images (train cars) for teaching abstract ideas (phonological concepts) to future teachers of English as a Second Language. Retrospectively, she studied her students' perceptions about how these visual analogies had influenced their learning outcomes with respect to understanding phonology (sound systems) and to applying their new knowledge when helping English language learners overcome pronunciation difficulties. Results suggest that these analogies fostered meaningful, long-term learning and also applications of what had been learned. While describing this study and explaining its outcomes and implications, the presenter also provides guidelines to attendees for using visual analogies to teach abstract concepts within their own disciplines. This session closes with suggestions for other analogy-based SoTL studies.
Location
Room 2904
Recommended Citation
Spezzini, Susan, "Visual Analogies in a Graduate Course: Student-Perceived Learning Outcomes" (2010). SoTL Commons Conference. 39.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/39
Visual Analogies in a Graduate Course: Student-Perceived Learning Outcomes
Room 2904
This session presents findings from a study about the impact of visual analogies on the teaching and learning of difficult concepts within a master's degree course. To bridge the gap between the known and unknown, the presenter used concrete images (train cars) for teaching abstract ideas (phonological concepts) to future teachers of English as a Second Language. Retrospectively, she studied her students' perceptions about how these visual analogies had influenced their learning outcomes with respect to understanding phonology (sound systems) and to applying their new knowledge when helping English language learners overcome pronunciation difficulties. Results suggest that these analogies fostered meaningful, long-term learning and also applications of what had been learned. While describing this study and explaining its outcomes and implications, the presenter also provides guidelines to attendees for using visual analogies to teach abstract concepts within their own disciplines. This session closes with suggestions for other analogy-based SoTL studies.
