|
Notions of scale have been identified as one of the four powerful common themes that
transcend disciplinary boundaries and levels. (American Association for the Advancement
of Science [ AAAS] 2006).
On the other hand, and as explained by Marsh, Parkes, and Boulter (2001), there
has been very little research on children's understanding of scale. There is also a tendency
of teachers of underestimating the scale aspect of representation of an object, and do not
spend enough time teaching scaling concepts. Therefore, as a continuation of the prior literature review, this review was conducted. The goal of this review was to characterize scale cognition and once characterized, identify adequate instructional strategies for conveying it. Analogies and metaphors were identified as a mediational strategy for conveying the proportional scale cognition. Together, these two literature reviews provided a solid and synthesized body of knowledge related to problems in conveying scale concepts as well as suggested solutions to overcome them. |