Metaphor and Analogy in Children's Science Talks.

Autor/in	Gallas, Karen
Titel	Metaphor and Analogy in Children's Science Talks.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analogy; Classroom Communication; Classroom Techniques; Cognitive Development; Communication Skills; Communication (Thought Transfer); Concept Formation; Constructivism (Learning); Creative Thinking; Discussion Groups; Discussion (Teaching Technique); Elementary School Students; Epistemology; Metaphors; Primary Education; Science Education; Science Instruction; Scientific Concepts; Scientific Literacy; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Analogie; Klassengespräch; Klassenführung; Kognitive Entwicklung; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Concept learning; Begriffsbildung; Kreatives Denken; Erkenntnistheorie; Primarbereich; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	The science discourse of young children is a means by which children can pose and try to answer difficult questions about their world. This paper describes through excerpts from transcripts of audiotapes and fieldnotes of science talks, how young children talk about science, and how they use metaphors and analogies to develop theories about difficult scientific concepts. The paper is separated into four sections. The first section establishes a theoretical context for the practice of science talk in the classroom. The second section describes the teaching practice of conducting science talks and discusses the teacher's and student's roles during the discussions. The third section examines an illustrative text on the topic of how nature began. The fourth section concludes that science talk demonstrates that children are capable of devising insightful explanations for difficult questions concerning their world and suggests that teachers need to recover and reexperience this mode of thinking to make it part of the science teaching and learning process. (MDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC