Politics as Shaping: An Approximation to Students' Metaphorical Understanding.

Autor/in	Kegel, Andreas Stephan
Titel	Politics as Shaping: An Approximation to Students' Metaphorical Understanding.
Quelle	In: Journal of social science education, 17 (2018) 4, S. 26-39Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-1094
Schlagwörter	Deutschland; Grafik; Metapher; Politik; Politische Bildung; Sprache; Gestaltung; Lernhilfe; Ergebnissicherung; Lernhilfe; Metapher; Sprache; Grafik; Politik; Politische Bildung; Sozialwissenschaftlicher Unterricht; Gestaltung; Deutschland
Abstract	Teaching social science might benefit from using students' metaphorical understanding. Metaphors help people to better understand abstract concepts by breaking them down into more familiar ones. This essay attempts to approximate students' metaphors of politics to improve social science education's efforts in shaping politically mature citizens. Taking three single interviews with students attending senior classes in high schools in Hamburg, Germany, this paper analyses metaphors they use to describe politics. It categorizes them and puts them into a larger context in the form of systematic metaphors providing an approximation to the students' metaphorical understanding. The findings suggest that students understand politics as shaping society, participation as passing upwards people's interests, governance as guidance, and human life as the foundation for society. However, more research is necessary, such as analysing more students' metaphors or using issue-related drawings. Teachers can use these findings to initialize a conceptual reconstruction. They could ask students to draw a Grafiz using the terms suggested above and having a better access to students' metaphorical understanding of a topic. That helps the teacher to select appropriate material for their teaching units (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2020/3