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Titlebook: Metaphor and Analogy in Science Education; Peter J. Aubusson,Allan G. Harrison,Stephen M. Rit Book 20061st edition Springer Science+Busine

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發(fā)表于 2025-3-21 19:47:05 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Metaphor and Analogy in Science Education
編輯Peter J. Aubusson,Allan G. Harrison,Stephen M. Rit
視頻videohttp://file.papertrans.cn/632/631681/631681.mp4
概述Breadth of research applications of metaphor and analogy in science education.Inclusion of practical applications of metaphor and analogy in science education.International contributors, including bot
叢書(shū)名稱Contemporary Trends and Issues in Science Education
圖書(shū)封面Titlebook: Metaphor and Analogy in Science Education;  Peter J. Aubusson,Allan G. Harrison,Stephen M. Rit Book 20061st edition Springer Science+Busine
描述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 ‘a(chǎn)dvance 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 real
出版日期Book 20061st edition
關(guān)鍵詞chemistry; education; nature; science; science education
版次1
doihttps://doi.org/10.1007/1-4020-3830-5
isbn_ebook978-1-4020-3830-3Series ISSN 1878-0482 Series E-ISSN 1878-0784
issn_series 1878-0482
copyrightSpringer Science+Business Media B.V. 2006
The information of publication is updating

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Contemporary Trends and Issues in Science Educationhttp://image.papertrans.cn/m/image/631681.jpg
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Metaphor and Analogy in Science Education978-1-4020-3830-3Series ISSN 1878-0482 Series E-ISSN 1878-0784
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https://doi.org/10.1007/1-4020-3830-5chemistry; education; nature; science; science education
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The Affective Dimension of Analogy,ories are contextually, intellectually and socially familiar. Three recommendations seem pertinent: First, teachers need a rich and varied set of analogies that stimulate their own and their students’ creative imaginations. When teachers and students coconstruct analogical explanations using the stu
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