2010
DOI: 10.1080/01443410.2010.504996
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Elaborated metaphors support viable inferences about difficult science concepts

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Cited by 15 publications
(8 citation statements)
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“…There is a substantial body of literature on analogies and metaphors in science teaching, which considers both the contributions of their systematical and methodological use to students' learning of new contents and construction of new meanings, and the problems arising from their non systematic and non methodological use, such as the promotion of misconceptions about the objects of study. For discussions of metaphors and analogies in science education, see, for example, Treagust et al (1992), Stavy and Tirosh (1993), Glynn (1995), Aubusson et al (2005), Coll et al (2005), Kipnis (2005), Jakobson and Wickman (2007), Diehl and Reese (2010), Marcelos and Nagem (2010). The difficulties related to the use of informational metaphors in the description of genes are discussed by Oyama (1985Oyama ( /2000, Nijhout (1990), Pigliucci and Boudry (2010), among others.…”
Section: The Informational Concept and Genetic Determinismmentioning
confidence: 96%
“…There is a substantial body of literature on analogies and metaphors in science teaching, which considers both the contributions of their systematical and methodological use to students' learning of new contents and construction of new meanings, and the problems arising from their non systematic and non methodological use, such as the promotion of misconceptions about the objects of study. For discussions of metaphors and analogies in science education, see, for example, Treagust et al (1992), Stavy and Tirosh (1993), Glynn (1995), Aubusson et al (2005), Coll et al (2005), Kipnis (2005), Jakobson and Wickman (2007), Diehl and Reese (2010), Marcelos and Nagem (2010). The difficulties related to the use of informational metaphors in the description of genes are discussed by Oyama (1985Oyama ( /2000, Nijhout (1990), Pigliucci and Boudry (2010), among others.…”
Section: The Informational Concept and Genetic Determinismmentioning
confidence: 96%
“…Diehl and Reese () found that learning improved when they invited learners to consider elaborated chemistry analogies. Clement and Brown () also found evidence of learning through analogical comparisons.…”
Section: Analogical Comparison Promotes Learning In Individualsmentioning
confidence: 99%
“…Science text often contains little attention to providing consistent and adequate explanation, elaboration, or illustration of concepts through use of examples (Dornish, Sperling, & Zeruth, 2011). For novice learners, comprehension is noted to be impaired reading from dense text when compared to reading elaborated text (Diehl & Reese, 2010; Noh, Shake, Parisi, Joncich, & Morrow, 2007). Simply stated, text that is too dense limits a readers’ opportunity to connect prior knowledge to new learning.…”
Section: Characteristics Of Science Textmentioning
confidence: 99%