Translating science for young people through metaphor
Translating science for young people through metaphor
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DOI：
10.1080/13556509.2020.1735759
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发表时间：
2020-04-08
期刊：
影响因子：
0.7
通讯作者：
Semino, Elena
中科院分区：
文献类型：
--
作者：
Deignan, Alice;Semino, Elena
在这篇文章中，我们展示了什么样的见解，可以通过考虑专家和非专家文本之间的关系，科学主题，通过透镜的“解释”。我们特别关注在一系列教育材料和对英国中学生的采访中用于讨论气候变化的隐喻。我们展示了可能影响学生对气候变化的理解的人和流派之间的复杂关系网络，并重点关注教师作为科学知识的“翻译者”的作用。然后，我们报告了几个比较的隐喻使用的文本和体裁之间的立场在这个网络的语内翻译的源-目标关系，也考虑了学生自己使用的隐喻来表达他们对气候变化的理解。最后，我们通过反思我们所观察到的差异的影响，并建议翻译的角度可以有效地突出的挑战和潜在的陷阱参与调解科学知识的利益，如学龄学生的非专家。
In this article, we show what insights can be gained by considering the relationship between expert and non-expert texts about scientific topics through the lens of 'translation'. We focus specifically on the metaphors used to discuss climate change in a range of educational materials and in interviews with secondary school students in the UK. We show the complex web of relationships among the people and genres that may influence students' understandings of climate change, and focus on the role of teachers in particular as 'translators' of scientific knowledge. We then report on several comparisons of metaphor use among texts and genres that stand in source-target relationships within this web of intralingual translations, and also consider the metaphors used by students themselves to express their understanding of climate change. We conclude by reflecting on the implications of the differences we have observed, and suggest that a translation perspective can usefully highlight the challenges and potential pitfalls involved in mediating scientific knowledge for the benefit of non-experts such as school-age students.