[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-116118-en":3,"doc-seo-116118-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},116118,13056712833777,"Logic","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","Creative Model Construction in Scientists and Students - The Role of Imagery, Analogy, and Mental Simulation","Creative Model Construction in Scientists and Students examines how imagery, analogy, and mental simulation support learning and plausible reasoning in both expert and student thinking. The book presents key processes behind spontaneous analogical reasoning, methods for generating and evaluating analogies, and strategies for developing understanding of analogous cases. It also analyzes transformations, depictive gestures, thought experiments, and investigation models, drawing on expert case studies and student problem-solving to derive instructional implications for addressing preconceptions and misconceptions.","Creative Model Construction in Scientists and Students  \nThe Role of Imagery, Analogy, and Mental Simulation  \nJohn J. Clement  \nCreative Model Construction in Scientists and Students  \nThe Role of Imagery, Analogy, and Mental Simulation  \nJohn J. Clement University of Massachusetts Amherst, MA 01003  \nUSA  \nISBN 978-1-4020-6711-2 e-ISBN 978-1-4020-6712-9  \nLibrary of Congress Control Number: 2007938452  \n© 2008 Springer Science + Business Media B.V.  \nNo part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.  \nPrinted on acid-free paper 9 8 7 6 5 4 3 2 1 [springer.com](springer.com)  \nAcknowledgments  \nI would like to acknowledge the contributions of the following persons in preparing this book: First to my wife Barbara Morrell for all her support; and to the following for very valuable discussions: Ryan Tweney, Carol Smith, Lynn Stephens, Neil Stillings, David Brown, Melvin Steinberg, Tom Murray, William Barowy, and Jack Lochhead.  \nThe research reported in this document was supported by the National Science Foundation under Grants MDR-8751398, DRL-0723709, and REC-0231808 . Any opinions, findings, and conclusions or recommendations expressed in this book are those of the author and do not necessarily reflect the views of the National Science Foundation.  \nContents  \nAcknowledgments .............................................. v  \n1 Introduction: A “Hidden World” of Nonformal Expert Reasoning ............................................ 1  \nPart One Analogies, Models, and Creative Learning  \nin Experts and Students  \nSection I Expert Reasoning and Learning via Analogy .............. 19  \n2 Major Processes Involved in Spontaneous Analogical Reasoning......................................... 21  \n3 Methods Experts Use to Generate Analogies ..................... 33  \n4 Methods Experts Use to Evaluate an Analogy Relation............. 47  \n5 Expert Methods for Developing an Understanding of the Analogous Case and Applying Findings .................... 57  \nSection II Expert Model Construction and Scientific Insight .............................................. 65  \n6 Case Study of Model Construction and Criticism in Expert Reasoning.......................................... 67  \n7 Creativity and Scientific Insight in the Case Study for S2 ........... 97  \nSection III Creative Nonformal Reasoning in Students and Implications for Instruction........................ 117  \n8 Spontaneous Analogies Generated by Students Solving Science Problems ............................................ 119  \nviii Contents  \n9 Case Study of a Student Who Counters and Improves His Own Misconception by Generating a Chain of Analogies ........................................ 127  \n10 Using Analogies and Models in Instruction to Deal with Students’ Preconceptions .................................... 139  \nJohn J. Clement and David E. Brown  \nPart Two Advanced Uses of Imagery and Investigation  \nMethods in Science and Mathematics  \nSection IV Transformations, Imagery, and Simulation in Experts and Students ........................................ 159  \n11 Analogy, Extreme Cases, and Spatial Transformationsin Mathematical Problem Solving by Experts.................... 161  \n12 Depictive Gestures and Other Case Study Evidence for Use of Imagery by Experts and Students..................... 171  \n13 Physical Intuition, Imagistic Simulation and Implicit Knowledge ................................................ 205  \nSection V Advanced Uses of Imagery in Analogies, Thought Experiments, and Model Construction ................... 235  \n14 The Use of Analogies, Imagery, and Thought Experiments in Both Qualitative and","cbCaiuhhal83D5I9","https://ap.wps.com/l/cbCaiuhhal83D5I9","pdf",1973456,1,608,"English","en",105,"# Acknowledgments\n# Introduction: A “Hidden World” of Nonformal Expert Reasoning\n## Why Study Nonformal Reasoning?\n## The Background from Which I Approached This Work\n# Part One Analogies, Models, and Creative Learning in Experts and Students\n## Section I Expert Reasoning and Learning via Analogy\n## Section II Expert Model Construction and Scientific Insight\n## Section III Creative Nonformal Reasoning in Students and Implications for Instruction\n# Part Two Advanced Uses of Imagery and Investigation Methods in Science and Mathematics\n## Section IV Transformations, Imagery, and Simulation in Experts and Students\n## Section V Advanced Uses of Imagery in Analogies, Thought Experiments, and Model Construction\n## Section VI Conclusions\n# References\n# Name Index\n# Subject Index","[{\"question\":\"What central role do imagery, analogy, and mental simulation play in the book’s account of learning?\",\"answer\":\"They are treated as core cognitive resources that enable scientists and students to build models, reason plausibly, and develop understanding through simulated and analogical thinking.\"},{\"question\":\"How does the book describe spontaneous analogical reasoning in experts and students?\",\"answer\":\"It details major processes involved in generating analogies, including how analogies are produced, evaluated, and used to apply insights to new cases.\"},{\"question\":\"What instructional implications does the book draw from student misconceptions and analogical model building?\",\"answer\":\"It shows how students can generate chains of analogies to counter misconceptions and how instruction can use models and analogies to address preconceptions more effectively.\"}]","Creative Model Construction in Scientists and Students - The Role of Imagery, Analogy, and Mental Simulation | PDF",1785655172,1532,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"creative-model-construction-in-scientists-and-students-the-role-of-imagery-analogy-and-mental-simulation","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/creative-model-construction-in-scientists-and-students-the-role-of-imagery-analogy-and-mental-simulation/116118/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-02",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What central role do imagery, analogy, and mental simulation play in the book’s account of learning?","Question",{"text":75,"@type":76},"They are treated as core cognitive resources that enable scientists and students to build models, reason plausibly, and develop understanding through simulated and analogical thinking.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How does the book describe spontaneous analogical reasoning in experts and students?",{"text":80,"@type":76},"It details major processes involved in generating analogies, including how analogies are produced, evaluated, and used to apply insights to new cases.",{"name":82,"@type":73,"acceptedAnswer":83},"What instructional implications does the book draw from student misconceptions and analogical model building?",{"text":84,"@type":76},"It shows how students can generate chains of analogies to counter misconceptions and how instruction can use models and analogies to address preconceptions more effectively.","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":106,"slug":138},19,"General","general"]