Learning and teaching science with analogies and metaphors

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dc.contributor.author Aubusson, PJ
dc.contributor.author Treagust, DF
dc.contributor.author Harrison, A
dc.contributor.editor Ritchie, S
dc.date.accessioned 2010-07-13T08:47:00Z
dc.date.issued 2009-01
dc.identifier.citation The world of Science education Handbook of Research in Australasia, 2009, 1, pp. 199 - 216
dc.identifier.isbn 978-90-8790-927-7
dc.identifier.other B1 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.
dc.publisher Sense Publishers
dc.title Learning and teaching science with analogies and metaphors
dc.type Chapter
dc.parent The world of Science education Handbook of Research in Australasia
dc.journal.number en_US
dc.publocation Rotterdam en_US
dc.identifier.startpage 199 en_US
dc.identifier.endpage 216 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130212 Science, Technology and Engineering Curriculum and Pedagogy
dc.personcode 011201
dc.percentage 100 en_US
dc.classification.name Science, Technology and Engineering Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords analogy metaphor teaching learning science education en_US
pubs.embargo.period Not known
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/Strength - Research in Learning and Change
utslib.copyright.status Open Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10
utslib.collection.history General (ID: 2)

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