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Herausgeber: 
  • Peter J. Aubusson
  • Allan G. Harrison
  • Stephen M. Ritchie
  • Metaphor and Analogy in Science Education 
     

    (Buch)
    Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 2 Artikel!


    Übersicht

    Auf mobile öffnen
     
    Lieferstatus:   i.d.R. innert 4-7 Tagen versandfertig
    Veröffentlichung:  2005  
    Genre:  Psychologie / Pädagogik 
     
    Didaktik / Didaktische Kompetenz und Lehrmethoden / Erwachsenenbildung, lebenslanges Lernen / Naturwissenschaften / Naturwissenschaften, allgemein / Schule und Lernen# Mathematik, Naturwissenschaften, Technik allgemein / Technologie, allgemein / Unterricht / Didaktik / Wissenschaft / Naturwissenschaften / Wissenschaftslehre
    ISBN:  9781402038297 
    EAN-Code: 
    9781402038297 
    Verlag:  Springer-Verlag GmbH 
    Einband:  Gebunden  
    Sprache:  English  
    Serie:  #30 - Contemporary Trends and Issues in Science Education  
    Dimensionen:  H 252 mm / B 167 mm / D 14 mm 
    Gewicht:  528 gr 
    Seiten:  210 
    Bewertung: Titel bewerten / Meinung schreiben
    Inhalt:
    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 these had an analogical character. However, research on the value of this idea was cumbersome and indecisive, and it ceased after just a few studies. In the 1980s research into children's conceptions of scientific phenomena and concepts really burgeoned, and it was soon followed by an exploration of a new set of pedagogical strategies that recognised a student in a science class is much more than a tabula rasa.
      
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