Metaphor and Analogy in Science Education

Front Cover
Peter J. Aubusson, Peter Aubusson, Allan G. Harrison, Stephen M. Ritchie
Springer Science & Business Media, 2006 - Education - 210 pages
Years ago a primary teacher told me about a great series of lessons she had just had. The class had visited rock pools on the seashore, and when she asked them about their observations they talked about: it was like a factory, it was like a church, it was like a garden, it was like our kitchen at breakfast time, etc. Each student’s analogy could be elaborated, and these analogies provided her with strongly engaged students and a great platform from which to develop their learning about biological diversity and interdependence. In everyday life we learn so many things by comparing and contrasting. The use of analogies and metaphors is important in science itself and their use in teaching science seems a natural extension, but textbooks with their own sparse logic, do not help teachers or students. David Ausubel in the 1960s had advocated the use of ‘advance organisers’ to introduce the teaching of conceptual material in the sciences, and some of these had an analogical character. However, research on the value of this idea was cumbersome and indecisive, and it ceased after just a few studies. In the 1980s research into children’s conceptions of scientific phenomena and concepts really burgeoned, and it was soon followed by an exploration of a new set of pedagogical strategies that recognised a student in a science class is much more than a tabula rasa.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Serious thought in science education
1
Friend or Foe?
11
Towards an Integral Perspective
25
PostFestum and Heuristic Analogies
37
Student interest is more than just interesting
51
The Role Models Mental Models and Analogies in Chemistry Teaching
65
Metaphors for Genes
79
Role Play as Analogical Modelling in Science
93
The Role of Metaphor in a New Science Teachers Learning from Experience
131
Beginning teachers lived experiences
143
Why do Science Teachers Teach the Way They Do and How Can They Improve Practice?
155
Can Analogy Help in Science Education Research?
165
Metaphors We Write By
177
Metaphorically Thinking
189
Contributors
197
Index
203

Metaphor Students Conceptions of Learning and Teaching and Metacognition
105
The Role of Analog Models in the Understanding of the Nature of Models in Chemistry
119

Other editions - View all

Common terms and phrases

Bibliographic information