On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

Autor/inn/en	Treagust, David F.; Duit, Reinders
Titel	On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs
Quelle	In: International Journal of Science Education, 37 (2015) 5-6, S.958-965 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1025312
Schlagwörter	Stellungnahme; Science Instruction; Figurative Language; Concept Formation; Faculty Development; Experience; Educational Research; Logical Thinking; Scientific Concepts; Abstract Reasoning; Story Telling + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Erfahrung; Bildungsforschung; Pädagogische Forschung; Abstraktes Denken; Denken
Abstract	The role of analogies and metaphors has played a significant part in the work on teaching and learning science. This commentary discusses three papers from this current issue that cover a wide range of studies in the spirit of conceptual metaphors--ranging from a study somewhat similar to "classical" conceptual change, to a teacher professional development approach informed by conceptual metaphor ideas, and finally to an elaborate theoretical perspective of "narrative framing." While there is much information on "conceptual metaphors in action" in science teaching and learning in these three papers and in the literature on conceptual metaphor in general, each of the papers' authors use the term conceptual metaphor in a different way, with each supported by a different theoretical perspective: for Rachael Lancor, the framework of metaphor theory; for Hans U. Fuchs, the theory of narrative framing and for Niebert and Gropengießer, experientialism as the theory of embodied cognition, with an emphasis on the mesocosm, the realm of lived experience. Treagust and Duit argue, based on their review of these three papers, that there is a need for a more precise and operationally defined use of the term conceptual metaphor--or at least for the authors to identify which kind of conceptual metaphor is being used in their studies. Consequently, they believe that in the field of research dealing with conceptual metaphors there needs to be a clear definition (or explication) of what this term denotes when used in a particular study. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01