Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to Identify Students' Alternative Conceptions and Improve Instruction: A Plate Tectonics Example

Autor/inn/en	Conrad, Dominik; Libarkin, Julie C.
Titel	Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to Identify Students' Alternative Conceptions and Improve Instruction: A Plate Tectonics Example
Quelle	In: Journal of Geoscience Education, 70 (2022) 2, S.262-277 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conrad, Dominik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1983941
Schlagwörter	Plate Tectonics; Science Instruction; Figurative Language; Content Analysis; Scientific Concepts; Concept Formation; Linguistic Theory; Schemata (Cognition); Teaching Methods; Thinking Skills; Models; Student Attitudes; Textbooks; Difficulty Level; Instructional Improvement; Secondary School Students; Cross Cultural Studies; Foreign Countries; Germany; United States + Suchen Sie Ihr Suchwort? Plattentektonik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Concept learning; Begriffsbildung; Linguistische Theorie; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Analogiemodell; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Schwierigkeitsgrad; Unterrichtsqualität; Sekundarschüler; Cultural comparison; Kulturvergleich; Ausland; Deutschland; USA
Abstract	Many geoscience phenomena cannot be perceived at human temporal or spatial scales. As a consequence, we can only understand many processes that drive geological phenomena through analogical reasoning. Building deep conceptual understanding requires instruction that activates the appropriate source analogs and allows students to build useful conceptual metaphors. In this paper we illustrate, using plate tectonics as an example, how educational guidelines for teaching geosciences can be developed by linking the Model of Educational Reconstruction with Conceptual Metaphor Theory. Qualitative content analysis in combination with systematic metaphor analysis of scientific textbooks and semi-structured interviews conducted with students (n = 36) provided insight into the image schemas used by scientists and learners. Difficulties in understanding plate tectonics structures and processes, e.g. subduction, arise because many students understand tectonic plates as single bodies, rather than composites. Similarly, students' difficulties explaining plate movement result from activation of a push rather than a pull schema. Through exploring schemas for plate tectonics, we illustrate the value of combining Conceptual Metaphor Theory and the Model of Educational Reconstruction for (1) understanding alternative conceptions as grounded in image schemas and (2) developing educational guidelines for improving instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01