The Pedagogical Value of Conceptual Metaphor for Secondary Science Teachers

Autor/inn/en	Daane, Abigail R.; Haglund, Jesper; Robertson, Amy D.; Close, Hunter G.; Scherr, Rachel E.
Titel	The Pedagogical Value of Conceptual Metaphor for Secondary Science Teachers
Quelle	In: Science Education, 102 (2018) 5, S.1051-1076 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daane, Abigail R.) ORCID (Haglund, Jesper)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21451
Schlagwörter	Science Teachers; Science Instruction; Secondary School Students; Faculty Development; Figurative Language; Energy; Teacher Student Relationship; Video Technology; Language Usage; Teaching Methods; Secondary School Teachers + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Energie; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The abstract nature of energy encourages metaphorical language. In educational settings, teachers and students use conceptual metaphors subconsciously to express their ideas about what energy is or how it functions in particular scenarios. However, research on scientific analogies and metaphors has predominantly focused on explicit instructional analogies, rather than implicit, everyday metaphor. In professional development for secondary science teachers, we sought to make explicit the embeddedness and ubiquity of conceptual metaphor in everyday language and in science--particularly, in energy--to expand teachers' understanding of their students' ideas. In our microcase study, we observed and video recorded four secondary teachers discussing metaphor. We used interaction analysis methods, focusing on how both discursive and nonverbal interactions between people, objects, and environment change over time, to analyze the collected data. We found evidence of teachers' (1) learning about conceptual metaphor theory and (2) finding value in understanding conceptual metaphor in educational settings. In particular, teachers acknowledged that if they identify implicit metaphors in students' science language, they will better understand students' ideas about energy. We present possible mechanisms for teacher learning about and valuing of energy metaphor; we also suggest how to support teachers in noticing and valuing metaphors for energy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01