ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 45, Number 2
JKCSEZ 45(2)
April 20, 2001 

An instructional model using multiple analogies according to component process (MACP) was designed on the basis of schema theory and component process theory in analogical reasoning. This model has six phases: introducing multiple analogs, extracting common attributes of analogs, introducing target context, mapping similarities between analogs and target, drawing target concept, and applying target concept to another context. The instructional effects of this model upon students' conceptual understanding and learning motivation were compared with those of the Teaching-With-Analogy (TWA) and non-analogy instructions. Three classes of 8th grade were randomly assigned to MACP, TWA, and control groups, respectively. Subjects were taught about chemical changes and reactions for 10 class hours. The ANCOVA results indicated that the scores of the conceptions test for the MACP group were significantly higher than for the control group. However, no significant differences were found among the three groups in the test scores of learning motivation.