Gains and Losses: Metaphors in Chemistry Classrooms

Danielsson, Kristina; Löfgren, Ragnhild; Pettersson, Alma Jahic

doi:10.1007/978-3-319-69197-8_14

Cited by 10 publications

(22 citation statements)

References 20 publications

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“…Making scientific concepts explicit through metaphors, analogies or models is relevant for teaching from a cognitive perspective, because they require higher-order thinking skills and flexibility of thinking (Ogborn et al, 1996). Moreover, they enhance students' representation and mental model construction (Aubusson, Harrison and Ritchie, 2006;Danielsson, Löfgren and Pettersson, 2018). However, they need a focused strategy to be improved in teacher education.…”

Section: Discussionmentioning

confidence: 99%

“…However, they need a focused strategy to be improved in teacher education. Teachers' content knowledge has a role in their instructional representations (Danielsson, Löfgren and Pettersson, 2018). Perhaps a well-integrated, precise and intellectually challenging understanding of science would favor cognitively oriented teaching practice through explanations.…”

Section: Discussionmentioning

confidence: 99%

“…Analogies, metaphors, simulations and models. Analogies and metaphors help make meaning of abstract or complex content (Aubusson, Harrison and Ritchie, 2006;Danielsson, Löfgren and Pettersson, 2018). Likewise, models and simulations stimulate inferences and conceptual insights because of the establishment of relationships between variables.…”

Section: Explanation Representational Supportsmentioning

confidence: 99%

See 2 more Smart Citations

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Cabello¹,

Topping²

2018

IJCRSEE

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Explanation Representational Supportsmentioning

confidence: 99%

See 1 more Smart Citation

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Cabello¹,

Topping²

2018

IJCRSEE

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“…Hubber et al, 2010), and metaphors can be expressed through other resources than words (e.g. Danielsson & Selander, 2016;Danielsson et al, 2018). However, a way of finding out how metaphors might guide students' meaning-making is through linguistic evidence (cf.…”

Section: Introductionmentioning

confidence: 99%

“…Cameron, 2003, who discusses challenges in identifying metaphors in educational discourse). Danielsson et al (2018) showed that rigorous linguistic analyses could identify both metaphors in themselves and how they related to different domains. With this study, we contribute to the field by expanding and deepening the analyses performed in that study.…”

Section: Introductionmentioning

confidence: 99%

‘Traveling nutrients’: how students use metaphorical language to describe digestion and nutritional uptake

Pettersson

Danielsson

Rundgren

2020

International Journal of Science Education

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Previous research suggests that students use metaphors when asked to explain digestive processes and nutritional uptake. In this paper, we describe the results of a study designed to gain a deeper understanding of how metaphors and anthropomorphisms are used by students when describing such processes. We applied analyses based on the systemic-functional grammar framework to 123 student responses to a question about nutrition on a Swedish national test in biology in order to identify, describe and analyse how students use metaphors and to understand the linguistic structure of those metaphors. We also considered how the metaphors are linked to metaphor systems and anthropomorphisms, thereby gaining a deeper understanding of the role of metaphors in this area. The results of our analyses provide important insights into how students understand digestion and nutrition and could provide the basis for improved teaching materials and methods for these important topics.

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Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

Walldén,

Larsson

2023

Science Education

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Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse‐bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding.

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Gains and Losses: Metaphors in Chemistry Classrooms

Cited by 10 publications

References 20 publications

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

‘Traveling nutrients’: how students use metaphorical language to describe digestion and nutritional uptake

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption

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