Arrow of Time: Metaphorical Construals of Entropy and the Second Law of Thermodynamics

Autor/inn/en	Amin, Tamer G.; Jeppsson, Fredrik; Haglund, Jesper; Stromdahl, Helge
Titel	Arrow of Time: Metaphorical Construals of Entropy and the Second Law of Thermodynamics
Quelle	In: Science Education, 96 (2012) 5, S.818-848 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21015
Schlagwörter	Scientific Concepts; Thermodynamics; Textbooks; Figurative Language; Scientific Principles; College Science; Textbook Evaluation; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Thermodynamik; Textbook; Text book; Schulbuch; Lehrbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed. (Contains 2 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10