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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Early years and key stage 1 teachers’ attitudes towards outdoor and online play Kelly, Sarah Kate; Sharpe, Rachael; Fotou, Nikolaos. - : Taylor & Francis, 2022 BASE Show details 2 Early years and key stage 1 teachers’ attitudes towards outdoor and online play Kelly, Sarah Kate; Sharpe, Rachael; Fotou, Nikolaos. - : Taylor and Francis, 2022 BASE Show details 3 From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations Fotou, Nikolaos; Abrahams, Ian. - : Taylor and Francis, 2021 BASE Show details 4 Reasoning through spontaneously generated analogies Fotou, Nikolaos; Abrahams, Ian. - : European Science Education Research Association, 2019 BASE Show details 5 Prediction-making in novel situations and the role of self-generated analogies Fotou, Nikolaos; Abrahams, Ian. - : Hellenic Physical Society, 2018 BASE Show details 6 Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge? Fotou, Nikolaos; Abrahams, Ian. - : LibreriaUniversitaria Edizioni, 2016 BASE Show details 7 Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims? Fotou, Nikolaos; Abrahams, Ian. - : IOP Publishing Ltd, 2016 BASE Show details 8 Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims? Fotou, Nikolaos. - : IOP Publishing, 2016 BASE Show details 9 Students' reasoning in making predictions about novel situations: the role of self-generated analogies Fotou, Nikolaos; Abrahams, Ian. - : Springer International Publishing, 2015 BASE Show details 10 Doing with ideas: the role of talk in effective practical work in science Fotou, Nikolaos; Abrahams, Ian. - : Association for Science Education, 2015 BASE Show details 11 Students’ predictions in novel situations and the role of self-generated analogies in their reasoning Fotou, Nikolaos. - 2014 BASE Show details 12 Students’ predictions in novel situations and the role of self-generated analogies in their reasoning Fotou, Nikolaos. - : University of Leeds, 2014. : Faculty of Education, Social Sciences and Law (Leeds), 2014. : Centre for Studies in Science and Mathematics Education (Leeds), 2014 BASE Show details 13 Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning Fotou, Nikolaos; Abrahams, Ian. - : European Science Education Research Association, 2013 Abstract: This small scale pilot study was the first stage of a larger cross age study designed to investigate students’ predictions in novel situations and the role that self-generated analogies play in non-scientific reasoning. The study used a mixed method approach composed of a combination of interviews and questionnaires. Thirteen, sixteen and twelve students were recruited from Year 4, Year 9 and Year 11 (aged 9-10, 15-16 and 16-17 years) respectively from three different schools in Greece. Nine student focus group interviews were conducted in combination with the administration of a six pictorial item questionnaire. All interviews were audio-tape recorded and additional data were also collected through the use of written responses to the questionnaire. Students’ responses were analysed to ascertain whether their predictions drew on the use of analogies and, if so, the nature of the analogy that was used. It emerged that there were many similarities among students’ predictions as well as the analogies they used to explain the latter. Also, preliminary findings suggest that in many cases when students demonstrated non-scientific reasoning they drew on analogies which made them make a prediction which is not compatible with the scientific view. It also emerged that the analogies used by students in Years 4 and 9, when presented with the same novel situations in which they were required to make a prediction, were, in many cases, similar irrespective of their year group. Whilst students in Year 11 did make use of those similar analogies the frequency with which they drew on analogies, to make predictions, appeared much less that for the two younger student groups. This study found that students regularly make use of analogies, rather than scientific thinking, and that teachers need to be more aware of the nature of the analogies used and how, and why, these analogies can, in many cases, lead students to make scientifically incorrect predictions. Keyword: X300 Academic studies in Education; X320 Academic studies in Primary Education; X330 Academic studies in Secondary Education; X390 Academic studies in Education not elsewhere classified; X900 Others in Education URL: https://eprints.lincoln.ac.uk/id/eprint/18934/ https://eprints.lincoln.ac.uk/id/eprint/18934/1/Nikolaos_Fotou_15Dec133.pdf BASE Hide details

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