By Peter J. Aubusson (Editor), Allan G. Harrison (Editor), Stephen M. Ritchie (Editor)
This booklet brings jointly robust principles and new advancements from across the world acknowledged students and lecture room practitioners to supply theoretical and useful wisdom to notify growth in technology schooling. this can be completed via a sequence of comparable chapters reporting learn on analogy and metaphor in technological know-how schooling. during the e-book, members not just spotlight winning purposes of analogies and metaphors, but additionally foreshadow intriguing advancements for learn and perform. subject matters contain metaphor and analogy: most sensible perform, as reasoning; for studying; functions in instructor improvement; in technology schooling examine; philosophical and theoretical foundations. as a result, the e-book is probably going to attract a large viewers of technological know-how educators – school room practitioners, pupil lecturers, instructor educators and researchers.
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Extra resources for Metaphor and Analogy in Science Education (Science & Technology Education Library)
Or perhaps our dualist thinking is getting the better of us, and a dialectical rationality is needed to hold apparent antinomies in tension, perhaps seeking a higher order synthesis. Such a perspective is compatible with Wilber’s (1999) integral philosophy which holds that any phenomenon can be understood from four distinct perspectives (arranged in his 4-Quadrant Model) – subjective, intersubjective, objective, interobjective – each of which has its own particular truth claim; none is privileged, each provides a unique and legitimate understanding of the world (Settelmaier & Taylor, 2001).
The term ‘constructivism’ has attracted numerous modifiers, and two of these are of interest here: personal and social constructivism. COMPLEMENTARY EPISTEMOLOGIES OF SCIENCE TEACHING 29 Personal constructivism can be rooted either in the work of Kelly or Piaget, and focuses on the mindful activity of individuals engaged in making sense of the world. In science education, personal constructivism appears in two forms. The most popular form construes the learner as constructing mind-dependent understandings of natural phenomena.
The use of analogies in written text. Instructional Science, 13, 99-117. Dagher, Z. R. (1995a). Does the use of analogies contribute to conceptual change? Science Education, 78, 601-614. Dagher, Z. R. (1995b). Analysis of analogies used by teachers. Journal of Research in Science Education, 32, 259-270. Dupin, J. , & Johsua, S. (1989). Analogies and "modelling analogies" in teaching. Some examples in basic electricity. Science Education, 73, 207-224. Duit, R. (1991). On the role of analogies and metaphors in learning science.