Finally, the students of each class

Finally, the students of each class who delivered the group’s oral presentation were interviewed separately in two focus groups to elicit deeper reflections on the activity, based on the questions listed in the questionnaire. All interviews were videotaped. The interviews were followed by a debriefing session conducted by both the teacher and myself to discuss what we had observed and to address some of the learning issues identified during the activity. The transcribed data were analysed to identify emergent themes of student reasoning at two levels. The first level, targets of analogy, depicted the specific aspects of cellular respiration regarding which the students drew analogies. The second level, analogy, was the analogue–target relationship drawn by students with respect to individual targets. In analysing these data, particular attention was paid to the following questions related to the key concepts of cellular respiration.

結果 (繁體中文) 1:

最後，每個班的誰送來小組的口頭介紹，學生們兩個焦點小組分別會見引起的活動更深入思考的基礎上，在問卷中列出的問題。所有的採訪錄像。訪談其次是由老師和我都進行了討論我們所觀察到，並解決一些活動中確定的學習問題匯報會。轉錄的數據進行了分析，在兩個層面，以確定學生的推理新興主題。第一個層次，類比的目標，描繪細胞呼吸的關於哪些方面的學生畫了類比。第二個層次，類比，是由學生相對於單個目標繪製的模擬目標的關係。在分析這些數據，

結果 (繁體中文) 2:

最後，根據問卷中列出的問題，分別對進行小組口頭陳述的班級學生進行兩個重點小組的採訪，以引起對活動的深刻思考。所有訪談都錄下了錄影。在訪談之後，老師和我本人都舉行了彙報會，討論我們觀察到的情況，並解決活動期間確定的一些學習問題。對轉錄資料進行了分析，以確定學生推理的兩個層次的緊急主題。第一個層次，類比的目標，描述了細胞呼吸的具體方面，學生提請類比。第二個層次，類比，是學生對單個目標所繪製的類比目標關係。在分析這些資料時，特別注意了與細胞呼吸的關鍵概念有關的下列問題。

結果 (繁體中文) 3:

但我