Propensity for unjustified analogical transfer

Abstract

One of the biggest problems related to the application of analogies in teaching and learning relates to the possibility of misunderstanding the content of learn?ing, which in such cases is caused by unjustified analogical transfer. The paper presents the results of research on unjustified analogical transfer in the application of analogies in situations that are typical for learning in an academic context. The aim of the research was to examine the extent to which the tendency towards unjustified analogical transfer was expressed in the learning with the application of analogy. A quasi-experimental research with elements of a field experiment was realised on a sample of 140 students. Respondents read two texts. In one, a fictional animal was compared to a known animal, and in the other, a fictional game was compared to a known game. The experimental factor was an explicit indication of the differences between the compared objects. Knowledge tests measured how much the respondents remembered about the characteristics by which the compared objects were similar, i.e. not similar. By analysing the responses from the tests, we registered the presence of unjustified analogue transfer. The results show that the propensity for unjustified analogical transfer is present to a significant extent. This tendency can be reduced if, in addition to the similarities on which the analogy is based, there are also differences between the objects that are compared in the analogy, but even then it will not be completely eliminated. The basic pedagogical implications that follow from the obtained results are the need to strengthen the awareness of teachers and textbook authors about the potential danger of unjustified analogical transfer and the recommendation to point out to students the differences between the base and target domain. This significantly reduces this danger.