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Children's spontaneous metaphors in elementary school science
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: Multilingual, multimodal, and multicultural factors in science education, 2015Conference paper, Abstract (Refereed)
Abstract [en]

In this study we examine the role elementary school children's spontaneous metaphors play in learning science. The data consists of audi-recordings of about 25 h from five different schools. The material is ananlysed by using practical epistemology analysis and by Dewey's ideas on the continuity and transformation of experience. The results show the rich and varied meanings that the children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation to science content taught. They influence learning both through what is made salient, as well as through their relations to the children's possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these cognivitve, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in productive way, and how the children's spontaneous metaphors, with all their relations, can be used to enhance conceptual learning. Through their connection with various experiences of the children, it is also shown how children's spontaneous metaphors have the potential to enliven and humanise the subject.

Place, publisher, year, edition, pages
Keyword [en]
metaphor elementary school science
National Category
Research subject
Science Education
URN: urn:nbn:se:su:diva-125515OAI: diva2:893660
ECER 2015 "Education and Transition, Contributions from Educational Research", Corvinus University of Budapest, 7 to 11 September 2015
Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2016-02-22

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Jakobson, BrittWickman, Per-Olof
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