Sharing stories of the classroom use of metaphors and analogies for sustaining science teacher learning
Ritchie, Stephen M. (2005) Sharing stories of the classroom use of metaphors and analogies for sustaining science teacher learning. In Pinto, R. & Couso, D. (Eds.) Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science, 28 August - 01 September 2005, Barcelona, Spain.
Metaphoric thinking helps teachers (re)conceptualise their role and practice and it can promote professional reflection, research and change. These benefits are tied to "the metaphors we live by" because metaphor enables us to "conceptualise our experiences" and to pick "out what is 'important' in the experience" and "categorise the experience ... imension by dimension" (Lakoff & Johnson, 1980, p.83, 145). In this paper I discuss the process of and outcomes from beginning teachers sharing their stories about using analogies in science teaching and applying metaphors to guide their practice.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||25 Aug 2008 00:00|
|Last Modified:||25 Mar 2013 08:07|
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