Learning and teaching science with analogies and metaphors

Aubusson, PJ; Treagust, DF; Harrison, A

Learning and teaching science with analogies and metaphors

Aubusson, PJ

Treagust, DF Harrison, A

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Publisher:: Sense Publishers
Publication Type:: Chapter
Citation:: The world of Science education Handbook of Research in Australasia, 2009, 1, pp. 199 - 216
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Aubusson, PJ https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Treagust, DF	en_US
dc.contributor.author	Harrison, A	en_US
dc.contributor.editor	Ritchie, S	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	The world of Science education Handbook of Research in Australasia, 2009, 1, pp. 199 - 216	en_US
dc.identifier.isbn	978-90-8790-927-7	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12456
dc.description.abstract	[n this chapter, we review Australasian research to outline the broad pathways this research has followed and to highlight s ignificant contributions the work has made to science education. We describe a series of studies from different research groups and highlight two seminal publications that are discussed later in finer detail. The first publication Metaphor and analogy in science education (Aubusson, Harrison & Ritchie, 2006a) provides a state of the art analysis of how metaphors and analogies are used in science classrooms; the majority of the authors are Australasian. The second publication Using analogies in middle and secondOlY science classrooms (Harrison & Coli, 2008) provides both a scholarly argument for using analogies in science teaching and also presents 50 concepts from biology, chemistry, physics and earth and space science that have been taught using a model for effective analogy teaching. The chapter concludes with an analysis identifying where gaps remain in our understanding of the role of analogy and metaphor in science education and suggests emerging fields for further study.	en_US
dc.publisher	Sense Publishers	en_US
dc.relation.ispartof	The world of Science education Handbook of Research in Australasia	en_US
dc.title	Learning and teaching science with analogies and metaphors	en_US
dc.type	Chapter
utslib.location	Rotterdam	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Rotterdam	en_US

Abstract:

[n this chapter, we review Australasian research to outline the broad pathways this research has followed and to highlight s ignificant contributions the work has made to science education. We describe a series of studies from different research groups and highlight two seminal publications that are discussed later in finer detail. The first publication Metaphor and analogy in science education (Aubusson, Harrison & Ritchie, 2006a) provides a state of the art analysis of how metaphors and analogies are used in science classrooms; the majority of the authors are Australasian. The second publication Using analogies in middle and secondOlY science classrooms (Harrison & Coli, 2008) provides both a scholarly argument for using analogies in science teaching and also presents 50 concepts from biology, chemistry, physics and earth and space science that have been taught using a model for effective analogy teaching. The chapter concludes with an analysis identifying where gaps remain in our understanding of the role of analogy and metaphor in science education and suggests emerging fields for further study.

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http://hdl.handle.net/10453/12456