Metaphors in the learning of science: a discourse focus
Metaphors in the learning of science: a discourse focus
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DOI：
10.1080/0141192022000015534
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发表时间：
2002-10-01
影响因子：
2.3
通讯作者：
Cameron, L
中科院分区：
文献类型：
--
作者：
Cameron, L
对儿童对科学文本中使用的隐喻的解释和教师对解释性隐喻的使用进行分析和比较，以确定隐喻理解的关键过程，并提出有助于在学习科学中成功使用隐喻的因素。该研究采用维果茨基社会认知方法来研究话语中的隐喻。参与者是英国一所学校 10 岁左右的 5 年级和 6 年级的孩子及其老师。这些数据包括有声思考协议和教师主导的课堂话语，并进行隐喻处理分析。数据中的样本片段用于说明如何使用概念知识来解释隐喻，以及隐喻的学习潜力如何因解释问题或隐喻的选择而变得无效。熟练教师对隐喻的调解揭示了避免此类问题并最大化隐喻对学习形式化科学概念的影响的策略。
Children's interpretations of metaphors used in a science text and their teacher's use of explanatory metaphor are analysed and compared to identify key processes in metaphor understanding and to suggest factors that contribute to successful use of metaphor in learning science. The research adopts a Vygotskian socio-cognitive approach to metaphor in discourse. Participants are children in Years 5 and 6, aged around 10 years, and their teacher, in a UK school. The data include think-aloud protocols and teacher-led classroom discourse, analysed for metaphor processing. Sample episodes from the data are used to illustrate how conceptual knowledge is used to interpret metaphor, and how the learning potential of metaphor may be rendered ineffective by interpretation problems or by the choice of metaphor. The mediation of metaphor by a skilled teacher reveals strategies for avoiding such problems and maximising the impact of metaphor on the learning of the formalised concepts of science.