Metaphor And Analogy In The Sciences
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Metaphor and Analogy in Science Education
Author: Peter J. Aubusson
language: en
Publisher: Springer Science & Business Media
Release Date: 2006
This book brings together powerful ideas and new developments from internationally recognised scholars and classroom practitioners to provide theoretical and practical knowledge to inform progress in science education. This is achieved through a series of related chapters reporting research on analogy and metaphor in science education. Throughout the book, contributors not only highlight successful applications of analogies and metaphors, but also foreshadow exciting developments for research and practice. Themes include metaphor and analogy: best practice, as reasoning; for learning; applications in teacher development; in science education research; philosophical and theoretical foundations. Accordingly, the book is likely to appeal to a wide audience of science educators –classroom practitioners, student teachers, teacher educators and researchers.
Metaphor and Analogy in Science Education
Author: Peter J. Aubusson
language: en
Publisher: Springer Science & Business Media
Release Date: 2006-06-28
Years ago a primary teacher told me about a great series of lessons she had just had. The class had visited rock pools on the seashore, and when she asked them about their observations they talked about: it was like a factory, it was like a church, it was like a garden, it was like our kitchen at breakfast time, etc. Each student’s analogy could be elaborated, and these analogies provided her with strongly engaged students and a great platform from which to develop their learning about biological diversity and interdependence. In everyday life we learn so many things by comparing and contrasting. The use of analogies and metaphors is important in science itself and their use in teaching science seems a natural extension, but textbooks with their own sparse logic, do not help teachers or students. David Ausubel in the 1960s had advocated the use of ‘advance organisers’ to introduce the teaching of conceptual material in the sciences, and some of these had an analogical character. However, research on the value of this idea was cumbersome and indecisive, and it ceased after just a few studies. In the 1980s research into children’s conceptions of scientific phenomena and concepts really burgeoned, and it was soon followed by an exploration of a new set of pedagogical strategies that recognised a student in a science class is much more than a tabula rasa.
Metaphor and Analogy in the Sciences
Author: F. Hallyn
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-03-14
"Science constructs its objects": is this a metaphor? It does not necessarily mean anyway that the real does not pre-exist. Only that in the final instance it is the Other, of which we know neither the limits nor the figure and to which we only have access through the constructions we make of it. Or, in semiotic terms borrowed from Charles S. Peirce, the world is the 'dynamic object' that intervenes in science only through the 'immediate objects' that manifest themselves in signs. And even then the choice of the term 'immediate' is not entirely felicitous: it would be better to talk of 'mediated objects', since their conception is mediated by the conditions from which perception as weIl as the language that expresses it derive. The preference bestowed on certain constructions over others results from the slighter recalcitrance in imagining a dynamic object through one or another mediated object. This recalcitrance that prompts one to surrender constructions does not come directly from the real, from the dynamic object, but from other constructions. Again, this does not mean that reality does not ex ist, but that it only 'speaks', confirms and objects, to the extent that it is being questioned within a certain form, by certain instruments, in a certain language. Even if it appears recalcitrant, the dynamic object intervenes only through another construction. Man, not nature, decides on the form to be considered, the instruments and language to be adopted.