Conceptual Metaphor Meets Conceptual Change

Autor/in	Amin, Tamer G.
Titel	Conceptual Metaphor Meets Conceptual Change
Quelle	In: Human Development, 52 (2009) 3, S.165-197 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-716X
DOI	10.1159/000213891
Schlagwörter	Stellungnahme; Figurative Language; Energy; Epistemology; Concept Formation; Cognitive Development; Learning Theories; Science Education + Suchen Sie Ihr Suchwort? Energie; Erkenntnistheorie; Concept learning; Begriffsbildung; Kognitive Entwicklung; Learning theory; Lerntheorie; Naturwissenschaftliche Bildung
Abstract	This paper argues that the metaphorical representation of concepts and the appropriation of language-based construals can be hypothesized as additional sources of conceptual change alongside those previously proposed. Analyses of construals implicit in the lay and scientific use of the noun "energy" from the perspective of the theory of conceptual metaphor are summarized. The experientially grounded metaphorical construals identified in both uses help conceptualize the shift from the concrete, naive to the abstract, scientific understanding of energy. The case of the concept of energy motivates the more general hypothesis that an important part of learning a highly abstract (even mathematical) concept is the appropriation of experientially grounded metaphorical construals implicit in scientific discourse. Pedagogical implications of this proposal are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10