Weitere Kapitel dieses Buchs durch Wischen aufrufen
The purpose of this chapter is to show how professors can use entertaining metaphors when introducing the case method to their students. Students are often educated by the lecture method and, therefore, the use of the case method is new and frustrating to them. They require an introduction to the case method which is both foundational and friendly. The foundation of the case method is best introduced in simple terms and should be compared with the lecture method, with which students are most familiar. The friendly environment is best created with an approach which is most comforting to them, i.e., entertainment. This chapter shows how such a foundational and friendly introduction can be made by utilizing entertaining metaphors.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Ardalan, K. 1998. On the Use of Entertaining Metaphors in the Introductory Finance Course. Financial Practice and Education 8 (1): 108–119.
———. 2003a. The Lecture-versus-Case Controversy: Its Philosophical Foundation. Southwestern Economic Review 30 (1): 99–118.
———. 2003b. Alternative Approaches Utilized in the Case Method: Their Philosophical Foundations. Academy of Educational Leadership Journal 30 (3): 103–120.
———. 2006. The Philosophical Foundation of the Lecture-versus-Case Controversy: Its Implications for Faculty Teaching, Research, and Service. International Journal of Social Economics 33 (3): 261–281. CrossRef
———. 2008a. The Philosophical Foundation of the Lecture-versus-Case Controversy: Its Implications for Course Goals, Objectives, and Contents. International Journal of Social Economics 35 (1/2): 15–34. CrossRef
———. 2008b. The Capital Markets Session of the Introductory Finance Course: Incorporating Humor. International Journal of Business Disciplines 19 (1): 51–64.
———. 2009. The Capital Structure Session of the Introductory Finance Course: Entertaining Metaphors. National Accounting Journal 11 (1): 16–33.
———. 2013. The Philosophical Foundation of the Lecture Method of Instruction and the Case Method of Instruction: Implications for Examinations. Contemporary Issues in Education Research 6 (1): 1–7. CrossRef
———. 2015. Chapter 3: Using Entertaining Metaphors in the Introduction of the Case Method in a Case-Based Course. In Exploring Learning and Teaching In Higher Education, ed. Mang Li and Yong Zhao, 69–96. New York, NY: Springer.
Atkinson, R.C., and R.M. Shiffrin. 1968. Human Memory: A Proposed System and Its Control Processes. In The Psychology of Learning and Motivation: Advances in Research and Theory, ed. K.W. Spence and J.T. Spence, vol. 2, 89–195. New York, NY: Academic Press.
Banas, J.A., N. Dunbar, D. Rodriguez, and S.J. Liu. 2011. A Review of Humor in Educational Settings: Four Decades of Research. Communication Education 60 (1): 115–144. CrossRef
Bekelja-Wanzer, M., A. Bainbridge Frymier, A. Wojtaszczyk, and T. Smith. 2006. Appropriate and Inappropriate Uses of Humor by Teachers. Communication Education 55 (2): 178–196. CrossRef
Berk, R. 1996. Student Ratings of Ten Strategies for Using Humor in College Teaching. Journal of Excellence in College Teaching 7 (3): 71–92.
———. 1998. Professors Are from Mars, Students Are from Snickers. Madison, WI: Mendota.
Bohannon, J.N. 1988. Flashbulb Memories of the Space Shuttle Disaster: A Tale of Two Theories. Cognition 29: 179–196. CrossRef
Braasch, J.L.G., and S.R. Goldman. 2010. The Role of Prior Knowledge in Learning from Analogies in Science Texts. Discourse Processes: A Multi-Disciplinary Journal 47 (6): 447–479. CrossRef
Brealey, R.A., S.C. Myers, and F. Allen. 2011. Principles of Corporate Finance. 10th ed. New York, NY: McGraw-Hill.
Brealey, R.A., S.C. Myers, and A.J. Marcus. 2012. Fundamental of Corporate Finance. 7th ed. New York, NY: McGraw-Hill.
Brice, T., and K. MacMillan. 2005. Encouraging Conceptual Change: The Use of Bridging Analogies in the Teaching of Action-Reaction Forces and the “At Rest” Condition in Physics Research Report. International Journal of Science Education 27 (6): 737–763. CrossRef
Brigham, E.F., and M.C. Ehrhardt. 2011. Financial Management: Theory and Practice. 13th ed. Mason, OH: Thomson South-Western.
Brigham, E.F., and J.F. Houston. 2009. Fundamentals of Financial Management. 12th ed. Mason, OH: Thomson South-Western.
Brown, D.E., and J. Clement. 1989. Overcoming Misconceptions via Analogical Reasoning: Abstract Transfer versus Explanatory Model Construction. Instructional Science 18: 237–261. CrossRef
Brown, R., and J. Kulik. 1977. Flashbulb Memories. Cognition 5: 73–99. CrossRef
Brown, S., and S. Salter. 2010. Analogies in Science and Science Teaching. Advances in Physiology Education 34 (4): 167–169. CrossRef
Brown, W., and J. Tomlin. 1996. Best and Worst University Teachers: The Opinion of Undergraduate Students. College Student Journal 30 (1): 431–434.
Bryant, J., P. Comisky, and D. Zillman. 1997. Teachers’ Humor in College Classroom. Communication Education 28 (2): 110–118. CrossRef
Bryant, J., P. Comisky, J. Crane, and D. Zillman. 1980. Relationship between College Teachers’ Use of Humor in the Classroom and Students’ Evaluations of Their Teachers. Journal of Educational Psychology 72 (4): 511–519. CrossRef
Buchultz, M., E. Skapoulli, and B. Barnwell. 2011. Entextualized Humor in the Formation of Scientist Identities among U.S. Undergraduates. Anthropology and Education Quarterly 42 (3): 177–192. CrossRef
Buckman, K.H. 2010. Why Did the Professor Cross the Road?: How and Why College Professors Intentionally Use Humor in Their Teaching. Ph.D. dissertation, Texas A&M University.
Chiu, M.H., and J.W. Lin. 2005. Promoting Fourth Graders’ Conceptual Change of Their Understanding of Electric Current via Multiple Analogies. Journal of Research in Science Teaching 42 (4): 429–464. CrossRef
Christensen, C. Roland. 1991. Premises and Practices of Discussion Teaching. In Education for Judgement, ed. C. Roland Christensen, David A. Garvin, and Ann Sweet. Boston, MA: Harvard Business School.
Christensen, C. Roland, and Abby J. Hansen. 1987. Teaching and the Case Method: Text, Cases, and Readings. Boston, MA: Harvard Business School.
Christianson, S.A. 1989. Flashbulb Memories: Special, but not so Special. Memory and Cognition 17: 435–443. CrossRef
Christianson, S.A., E.F. Loftus, H. Hoffman, and G.R. Loftus. 1991. Eye Fixation and Memory for Emotional Events. Journal of Experimental Psychology: Learning, Memory, and Cognition 17: 693–701.
Civikly, J. 1986. Humor and Enjoyment of College Teaching. In Communicating in College Classrooms: New Directions for Teaching and Learning, ed. J.M. Civikly, vol. 26, 61–70. San Francisco, CA: Jossey-Bass.
Cousins, N. 1991. Anatomy of an Illness as Perceived by the Patient. New York, NY: Bantam.
Craik, F.I.M., and K.R. Blankstein. 1975. Psychophysiology and Human Memory. In Research in Psychophysiology, ed. P.H. Venables and M.J. Christie, 388–417. London, England: Wiley.
Dagher, Z. 1995. Review of Studies on the Effectiveness of Instructional Analogies in Science Education. Science Education 79: 295–312. CrossRef
———. 1997. The Case for Analogies in Teaching Science for Understanding. In Teaching Science for Understanding: A Human Constructivist Perspective, ed. J.J. Mintzes, J.H. Wandersee, and J.D. Novak, 195–211. San Diego, CA: Academic.
Deckers, L., and J. Devine. 1981. Humor by Violating an Existing Expectancy. Journal of Psychology 108: 107–110. CrossRef
Deckers, L., and D. Hricik. 1984. Orienting and Humor Response: A Synthesis. Motivation and Emotion 8 (3): 183–204. CrossRef
Devadoss, S., and J. Foltz. 1996. Evaluation of Factors Influencing Class Attendance and Performance. American Journal of Agricultural Economics 78: 499–507. CrossRef
Diehl, V., and D.D. Reese. 2010. Elaborated Metaphors Support Viable Inferences about Difficult Science Concepts. Educational Psychology 30 (7): 771–791. CrossRef
Dodge, B., and A. Rossett. 1982. Heuristic for Humor in Instruction. NSPI Journal 5: 11–14.
Duit, R., W.M. Roth, M. Komorek, and J. Wilbers. 2001. Fostering Conceptual Change by Analogies—Between Scylla and Charybdis. Learning and Instruction 11: 283–303. CrossRef
Dunbar, K. 1993. Concept Discovery in a Scientific Domain. Cognitive Science 17: 391–434. CrossRef
———. 1995. How Scientists Really Reason: Scientific Reasoning in Real-World Laboratories. In The Nature of Insight, ed. R.J. Sternberg and J.E. Davidson, 365–395. Cambridge, MA: MIT Press.
Ellis, N.R., D.K. Detterman, D. Runcie, R.B. McCarver, and E. Craig. 1971. Amnesic Effects in Short-Term Memory. Journal of Experimental Psychology 89: 357–361. CrossRef
Erskine, James A., Michiel R. Leenders, and Louise A. Mauffette-Leenders. 2003. Teaching with Cases. 3rd ed. London, ON, Canada: Ivey Business School, University of Western Ontario, Erskine Associate Inc., and Leenders and Associates Inc..
Evans-Palmer, T. 2010. The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress. Studies in Art Education: A Journal of Issues and Research in Art Education 51 (1): 69–83.
Garner, R. 2003. Which Came First, the Chicken or the Egg? A Foul Metaphor for Teaching. Radical Pedagogy 5 (2): 205–212.
———. 2005. Humor, Analogy, and Metaphor: H.A.M. It Up in Teaching. Radical Pedagogy 6 (2): 166–171.
———. 2006. Humor in Pedagogy: How Ha-Ha Can Lead to Aha! College Teaching 54 (1): 177–180. CrossRef
Gentner, D. 1983. Structure-Mapping: A Theoretical Framework for Analogy. Cognitive Science 7 (2): 155–170. CrossRef
———. 1989. The Mechanisms of Analogical Learning. In Similarity and Analogical Reasoning, ed. S. Vosniadou and A. Ortony, 199–241. Cambridge, MA: Cambridge University Press. CrossRef
Gentner, D., and D.R. Gentner. 1983. Flowing Waters or Teeming Crowds: Mental Models of Electricity. In Mental Models, ed. D. Gentner and A.L. Stevens, 99–129. Hillsdale, NJ: Erlbaum.
Gibbs, R.W., Jr., ed. 2008. The Cambridge Handbook of Metaphor and Thought. Cambridge, England: Cambridge University Press.
Gick, M.L., and K.J. Holyoak. 1980. Analogical Problem Solving. Cognitive Psychology 12: 306–355. CrossRef
———. 1983. Schema Induction and Analogical Transfer. Cognitive Psychology 15: 1–38. CrossRef
Glenn, R. 2002. Brain Research: Practical Applications for the Classroom. Teaching for Excellence 21 (6): 1–2.
Glynn, S.M., B.K. Britton, M. Semrud-Clikeman, and K.D. Muth. 1989. Analogical Reasoning and Problem-Solving in Science Textbooks. In Handbook of Creativity: Assessment, Research and Theory, ed. J.A. Glover, R.R. Ronning, and C.R. Reynolds, 383–398. New York, NY: Plenum Press. CrossRef
Glynn, S.M., R. Duit, and R.B. Thiele. 1995. Teaching Science with Analogies: A Strategy for Constructing Knowledge. In Learning Science in the Schools: Research Reforming Practice, ed. S.M. Glynn and R. Duit, 247–273. Mahwah, NJ: Lawrence Erlbaum Associates.
Goswami, U. 1992. Analogical Reasoning in Children. Hove, England: Lawrence Erlbaum Associates.
Halpern, D. 1987. Analogies as a Critical Thinking Skill. In Applications of Cognitive Psychology, ed. D.E. Berger, K. Pezdek, and W.P. Banks, 75–86. Hillsdale, NJ: Erlbaum.
Halpern, D.F., C. Hansen, and D. Riefer. 1990. Analogies as an Aid to Understanding and Memory. Journal of Educational Psychology 82: 298–305. CrossRef
Harrison, A.G., and R.K. Coll, eds. 2007. Using Analogies in Middle and Secondary Science Classrooms: The FAR Guide—An Interesting Way to Teach with Analogies. Thousand Oaks, CA: Corwin Press.
Hayes, D.A., and R.J. Tierney. 1982. Developing Readers’ Knowledge through Analogy. Reading Research Quarterly 17: 256–280. CrossRef
Hesse, M.B. 1966. Models and Analogies in Science. Notre Dame, IN: University of Notre Dame Press.
Heuer, F., and D. Reisberg. 1990. Vivid Memories of Emotional Events: The Accuracy of Remembered Minutiae. Memory and Cognition 18: 496–506. CrossRef
Hill, D. 1988. Humor in the Classroom: A Handbook for Teachers. Springfield, IL: Charles C. Thomas.
Holland, J.H., K.J. Holyoak, R.E. Nisbett, and P.R. Thagard. 1986. Induction: Processes of Inferences, Learning, and Discovery. Cambridge, MA: MIT Press.
Holyoak, K.J., and K. Koh. 1987. Surface and Structural Similarity in Analogical Transfer. Memory and Cognition 15: 332–340. CrossRef
Holyoak, K.J., and P. Thagard. 1989. Analogical Mapping by Constraint Satisfaction. Cognitive Science 13: 295–355. CrossRef
———. 1995. Mental Leap: Analogy in Creative Thought. Cambridge, MA: MIT Press.
———. 1997. The Analogical Mind. American Psychologist 52: 35–44. CrossRef
Hutchison, C.B., and B.L. Padgett II. 2007. How to Create and Use Analogies Effectively in the Teaching of Science Concepts. Science Activities: Classroom Projects and Curriculum Ideas 44 (2): 69–72.
Isen, A.M. 1985. Asymmetry of Happiness and Sadness in Effects on Memory in Normal College Students: Comment on Hasher, Rods, Zacks, Sanft, and Doren. Journal of Experimental Psychology: General 114: 388–391. CrossRef
James, M.C., and L.C. Scharmann. 2007. Using Analogies to Improve the Teaching Performance of Pre-service Teachers. Journal of Research in Science Teaching 44 (4): 565–585. CrossRef
Kaplan, R.M., and G.C. Pascoe. 1977. Humorous Lectures and Humorous examples: Some Effects upon Comprehension and Retention. Journal of Educational Psychology 69: 61–65. CrossRef
Kelly, N., andB. Kelly. 1982. Backgrounds, Education and Teaching Styles of Teaching Award Winning Professors. ERIC, ED 230080.
Keown, A.J., J.D. Martin, J.W. Petty, and D.F. Scott Jr. 2008. Foundations of Finance: The Logic and Practice of Financial Management. 6th ed. Upper Saddle River, NJ: Prentice Hall.
Kher, N., S. Molstad, and R. Donahue. 1999. Using Humor in the College Classroom to Enhance Teaching Effectiveness in ‘Dread Courses’. College Student Journal 33 (3): 400–406.
Kintsch, W., and E. Bates. 1977. Recognition Memory for Statements from a Classroom lecture. Journal of Psychology: Human Learning and Memory 3: 150–159.
Korobkin, D. 1989. Humor in the Classroom: Considerations and Strategies. College Teaching 36 (4): 154–158. CrossRef
Lowman, J. 1994. Professors as Performers and Motivators. College Teaching 42 (4): 137–141. CrossRef
Lukehart, D.E. 2009. The Use of Humor as a Teaching Strategy in Nursing Education. Ph.D. dissertation, Capella University.
Maltzman, I., W. Kantor, and B. Langdon. 1966. Immediate and Delayed Retention, Arousal, and Orienting and Defensive Reflexes. Psychonomic Science 6: 445–446. CrossRef
Mantooth, J.D. 2010. The Effects of Professor Humor on College Students’ Attention and Retention. Ph.D. dissertation, Auburn University.
Martin, R.A. 2007. The Psychology of Humor: An Integrative Approach. Oxford, England: Elsevier Academic Press.
Mason, L. 1994. Cognitive and Meta-cognitive Aspects in Conceptual Change by Analogy. Instructional Science 22: 157–187. CrossRef
———. 1996. Collaborative Reasoning on Self-Generated Analogies: Conceptual Growth in Understanding Scientific Phenomena. Educational Research and Evaluation 2: 309–350. CrossRef
———. 2004. Fostering Understanding by Structural Alignment as a Route to Analogical Learning. Instructional Science: An International Journal of Learning and Cognition 32 (4): 293–318. CrossRef
Mauffette-Leenders, Louise A., James A. Erskine, and Michiel R. Leenders. 2007. Learning with Cases. 4th ed. London, ON, Canada: Ivey Publishing, Ivey Business School, University of Western Ontario.
Mayer, R.E., and B.K. Bromage. 1980. Different Recall Protocols for Technical Texts Due to Advance Organizers. Journal of Educational Psychology 72: 209–255. CrossRef
Mayer, R.E., and J.K. Gallini. 1990. When Is an Illustration Worth Ten Thousand Words? Journal of Educational Psychology 82: 715–726. CrossRef
McCartney-Matthews, M.L. 2011. A Funny Thing Happened on the Way to the Hippocampus: The Effects of Humor on Student Achievement and Memory Retention. Ed.D. dissertation, Arizona State University.
McCloskey, D.N. 1990. If You’re So Smart. Chicago, IL: The University of Chicago Press.
McGhee, P.E. 1983. The Role of Arousal and Hemispheric Lateralization in Humor. In Handbook of Humor Research, Basic Issues, ed. P.E. McGhee and J.H. Golstein, vol. I. New York, NY: Springer.
McGhee, P.E., and J.H. Goldstein. 1983. Handbook of Humor Research, Basic Issues. Vol. I. New York, NY: Springer.
Mottet, T.P., A.B. Frymier, and S.A. Bebee. 2006. Theorizing about Instructional Communication. In Handbook of Instructional Communication, ed. T.P. Mottet, V.P. Richmond, and J.C. McCroskey, 255–282. Boston, MA: Allyn and Bacon.
Neumann, D.L., M. Hood, and M.M. Neumann. 2009. Statistics? You Must Be Joking: The Application and Evaluation of Humor When Teaching Statistics. Journal of Statistics Education 17: 2.
Ng, P.T. 2009. Examining the Use of New Science Metaphors in the Learning Organization. Learning Organization 16 (2): 168–180. CrossRef
Ohman, A. 1979. The Orienting Response, Attention, and Learning: An Information-Processing Perspective. In The Orienting Reflex in Humans, ed. H.D. Kimmell, E.H. van Olst, and J.E. Orlebeke, 443–471. Hillsdale, NJ: Erlbaum.
Oliva, J.M., P. Azcarate, and A. Navarrete. 2007. Teaching Models in the Use of Analogies as a Resource in the Science Classroom. International Journal of Science Education 29 (1): 45–66. CrossRef
Orgill, M.K., and M. Thomas. 2007. Analogies and the 5E Model. Science Teacher 7 (1): 40–45.
Paatz, R., J. Ryder, H. Schwedes, and P. Scott. 2004. A Case Study Analyzing the Process of Analogy-Based Learning in a Teaching Unit about Simple Electric Circuits. International Journal of Science Education 26 (9): 1065–1081. CrossRef
Paivio, A. 1971. Imagery and Verbal Processes. New York, NY: Holt, Rinehart and Winston.
———. 1986. Mental Representations: A Dual Coding Approach. New York, NY: Oxford University Press.
Paris, N.A., and S.M. Glynn. 2004. Elaborate Analogies in Science Text: Tools for Enhancing Pre-Service Teachers’ Knowledge and Attitudes. Contemporary Educational Psychology 29 (3): 230–247. CrossRef
Pena, G.P., and J.S. Andrade-Filho. 2010. Analogies in Medicine: Valuable for Learning, Reasoning, Remembering and Naming. Advances in Health Sciences Education 15 (4): 609–619. CrossRef
Pillemer, D. 1984. Flashbulb Memories of the Assassination Attempt on President Reagan. Cognition 16: 63–80. CrossRef
Pollio, H., and W. Humphreys. 1996. What Award-Wining Lecturers Say about Their Teaching: It’s All about Connection. College Teaching 44 (3): 101–106. CrossRef
Powell, J.P., and L.W. Andersen. 1985. Humor and Teaching in Higher Education. Studies in Higher Education 10: 79–90. CrossRef
Pramling, N. 2010. Unearthing Metaphors: Figurativeness in Teacher-Child Talk about Soil and Related Matters. Early Childhood Education Journal 38 (1): 57–64. CrossRef
Prawat, R.S. 1989. Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis. Review of Educational Research 59: 1–41. CrossRef
Rhem, J. 1998. Humor in the Classroom. National Teaching and Learning Forum 7 (6): 10–12.
Richland, L., K. Holyoak, and J. Stigler. 2004. Analogy Use in Eighth-Grade Mathematics Classrooms. Cognition and Instruction 22 (1): 37–60. CrossRef
Rigney, J.W., and K.A. Lutz. 1976. Effect of Graphic Analogies of Concepts in Chemistry on Learning and Attitude. Journal of Educational Psychology 68: 305–311. CrossRef
Rogers, E.M. 1960. Physics for the Inquiring Mind. Princeton, NJ: Princeton University Press.
Romer, D. 1993. Do Students Go to Class? Should They? Journal of Economic Perspectives 7 (3): 167–174. CrossRef
Ross, S.A., R.W. Westerfield, and J.F. Jaffe. 2008a. Corporate Finance. 8th ed. New York, NY: McGraw-Hill.
Ross, S.A., R.W. Westerfield, and B.D. Jordan. 2008b. Fundamentals of Corporate Finance: Standard Edition. 9th ed. New York, NY: McGraw-Hill.
Royer, M.R., and G.W. Cable. 1976. Illustrations, Analogies and Facilitative Transfer in Prose Learning. Journal of Educational Psychology 68: 205–209. CrossRef
Ruiz, F.J., and C. Luciano. 2011. Cross-Domain Analogies as Relating Derived Relations among Two Separate Relational Networks. Journal of Experiential Analysis of Behavior 95 (3): 369–385. CrossRef
Rumelhart, D.E., and D.A. Norman. 1978. Accretion, Tuning, and Restructuring: Three Modes of Learning. In Semantic Factors in Cognition, ed. J.W. Cotton and R. Klatzky. Hillsdale, NJ: Lawrence Erlbaum Associates.
———. 1981. Analogical Processes in Learning. In Cognitive Skills and Their Aquisition, ed. J.R. Anderson, 335–360. Hillsdale, NJ: Erlbaum.
Schmidt, S.R. 1991. Can We Have a Distinctive Theory of Memory? Memory and Cognition 19: 523–542. CrossRef
———. 1994. Effects of Humor on Sentence Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition 20 (4): 953–967.
———. 2009. The Humor Effect: Differential Processing and Privileged Retrieval. Memory 10: 127–138. CrossRef
Schustack, M.W., and J.R. Anderson. 1979. Effects of Analogy to Prior Knowledge on Memory for New Information. Journal of Verbal Behavior and Verbal Learning 18: 565–583. CrossRef
Skinner, M.E. 2010. All Joking Aside: Five Reasons to Use Humor in the Classroom. Education Digest: Essential Readings Condensed for Quick Review 76 (2): 19–21.
Spier-Dance, L., J. Mayer-Smith, N. Dance, and S. Khan. 2005. The Role of Student-Generated Analogies in Promoting Conceptual Understanding for Undergraduate Chemistry Students. Research in Science and Technological Education 23 (2): 163–178. CrossRef
Spiro, R.J., P.J. Feltovich, R.L. Coulson, and D.K. Anderson. 1989. Multiple Analogies for Complex Concepts: Antidotes for Analogy-Induced Misconception in Advanced Knowledge Acquisition. In Similarity and Analogical Reasoning, ed. S. Vosniadou and A. Ortony, 498–531. Cambridge, England: Cambridge University Press. CrossRef
Steinhart, E.C. 2001. The Logic of Metaphor: Analogous Parts of Possible Worlds. Dordrecht, The Netherlands: Kluwer Academic. CrossRef
Sternberg, R.J. 1977. Intelligence, Information Processing and Analogical Reasoning. Hillsdale, NJ: Lawrence Erlbaum Associates.
Suls, J.M. 1972. A Two-Stage Model of the Appreciation of Jokes and Cartoons: An Information-Processing Analysis. In The Psychology of Humor, ed. J.H. Goldstein and P.E. McGhee, 81–100. New York, NY: Academic. CrossRef
Torok, S.E., R.F. McMorris, and W. Lin. 2004. Is Humor an Appreciated Teaching Tool? Perceptions of Professors’ Teaching Styles and Use of Humor. College Teaching 52: 14–20. CrossRef
Treagust, D., A. Harrison, G. Venville, and Z. Dagher. 1996. Using an Analogical Teaching Approach to Engender Conceptual Change. International Journal of Science Education 18: 213–229. CrossRef
Vosniadou, S., and A. Ortony, eds. 1989. Similarity and Analogical Reasoning. Cambridge, MA: Cambridge University Press.
Vosniadou, S., and M. Schommer. 1988. Explanatory Analogies Can Help Children Acquire Information from Expository Text. Journal of Educational Psychology 80: 524–536. CrossRef
Walker, E.L., and R.D. Tarte. 1963. Memory Storage as a Function of Arousal and Time with Homogeneous and Heterogeneous Lists. Journal of Verbal Learning and Verbal Behavior 2: 113–119. CrossRef
Wanzer, M.B., A.B. Frymier, and J. Irwin. 2010. An Explanation of the Relationship between Instruction Humor and Student Learning: Instructional Humor Processing Theory. Communication Education 59 (1): 1–18. CrossRef
White, F. 1992. Enhancing Class Attendance. National Association of Colleges and Teachers in Agriculture Journal 36: 113–115.
Willard, M. 2006. Humor in the Hands of Seasoned Montessorians. Montessori Life: A Publication of the American Montessori Society 18 (2): 50–53.
Wong, E.D. 1993. Self-Generated Analogies as a Tool for Construction and Evaluating Explanations of Scientific Phenomena. Journal of Research in Science Teaching 30: 367–380. CrossRef
Wormeli, R. 2009. Metaphors and Analogies: Power Tools for Teaching any Subject. Portland, ME: Stenhouse Publishers.
Zillmann, D., B.R. Williams, J. Bryant, K.R. Boynton, and M.A. Wolf. 1980. Acquisition of Information from Educational Television Programs as a Function of Differently Paced Humorous Inserts. Journal of Educational Psychology 72: 170–180. CrossRef
Zhang, Q. 2005. Immediacy, Humor, Power Distance, and Classroom Communication Apprehension in Chinese College Classrooms. Communication Quarterly 53: 109–124. CrossRef
Zheng, H.B., and W.J. Song. 2010. Metaphor Analysis in the Educational Discourse: A Critical Review. US-China Foreign Language 8 (9): 42–49.
Ziv, A. 1983. The Influence of Humorous Atmosphere on Divergent Thinking. Contemporary Educational Psychology 8: 68–75. CrossRef
———. 1988. Teaching and Learning with Humor: Experiment and Replication. Journal of Experimental Education 6 (1): 37–44.
- In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology
Neuer Inhalt/© Stellmach, Neuer Inhalt/© BBL, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, Neuer Inhalt/© hww, So bewältigen Sie Stress im Fernstudium/© granata68 | stock.adobe.com | AdobeStock