Metaphor and Analogy in Science Education
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
- PDF / 1,994,762 Bytes
- 207 Pages / 453.544 x 680.316 pts Page_size
- 38 Downloads / 213 Views
Science & Technology Education Library VOLUME 30 SERIES EDITOR William W. Cobern, Western Michigan University, Kalamazoo, USA FOUNDING EDITOR Ken Tobin, City University of New York, N.Y., USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Lilia Reyes Herrera, Universidad Autónoma de Colombia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway Hsiao-lin Tuan, National Changhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
The titles published in this series are listed at the end of this volume.
Metaphor and Analogy in Science Education Edited by
PETER J. AUBUSSON University of Technology Sydney, Australia ALLAN G. HARRISON Central Q ueensland University, Australia and STEPHEN M. RITCHIE Q ueensland University of Technology, Australia
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-13 ISBN-10 ISBN-13
1-4020-3829-1 (HB) 978-1-4020-3829-7 (HB) 1-4020-3830-5 (e-book) 978-1-4020-3830-3 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springeronline.com
Printed on acid-free paper
All Rights Reserved © 2006 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.
FOREWORD
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 t
Data Loading...
