Download Metaphor and Analogy in Science Education by Peter J. Aubusson, Allan G. Harrison, Stephen M. Ritchie PDF

By Peter J. Aubusson, Allan G. Harrison, Stephen M. Ritchie

This ebook brings jointly strong rules and new advancements from the world over recognized students and school room practitioners to supply theoretical and sensible wisdom to notify development in technology schooling. this is often completed via a sequence of comparable chapters reporting study on analogy and metaphor in technological know-how schooling. through the e-book, members not just spotlight winning functions of analogies and metaphors, but additionally foreshadow fascinating advancements for examine and perform. topics contain metaphor and analogy: most sensible perform, as reasoning; for studying; purposes in instructor improvement; in technology schooling study; philosophical and theoretical foundations. for that reason, the booklet is probably going to attract a large viewers of technology educators –classroom practitioners, scholar academics, instructor educators and researchers.

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1994). Six easy pieces. Reading, MA: Helix Books. Gick, M. , & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. Glynn, S. M. (1991). Explaining science concepts: A teaching-with-analogies model. In S. Glynn, R. Yeany and B. ), The psychology of learning science (pp. 219-240). Hillsdale, NJ, Erlbaum. Harrison, A. (2001). How do teachers and textbook writers model scientific ideas for students? Research in Science Education, 31, 401-436. F. (1993).

Generally speaking analogy is the solution to the problem that Plato posed in his famous paradox of the meno and which Bereiter (1985) called the learning paradox. It is our thesis that analogy is a central way of leaping the epistemological gap between the already known and the yet unknown. In a “pretheoretical phase” a heuristic analogy allows the formation of hypotheses without having constructed a settled theory. The base is some sort of “proto-theory” that is available as a way to model the target.

Signs do not contain information. They do not work on the basis of packing, sending and unpacking conceptions and ideas. From the viewpoint of an instrumental semiotics (Wittgenstein, 1969; Keller, 1995) the primary function of signs is to be interpreted. Analogies work as a means of communication in class because they can be interpreted by students. Thus communication is an inferential process. 113-114). ) we tend to draw associative conclusions. If we face well known material, which is so to speak, “lexical” to us we draw rule-based conclusions.

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