Metaphor and Analogy in Science Education by Peter J Aubusson

Metaphor and Analogy in Science Education by Peter J Aubusson

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 'advance 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 really burgeoned, and it was soon followed by an exploration of a new set of pedagogical strategies that recognised a student in a science class is much more than a tabula rasa.

Dr. Sandra Schuck is Professor of Education and Director of Research Training in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). Her research interests include teaching and teacher education futures, teacher professional learning with new media, mobile learning, mentoring, retention and induction of early career teachers, as well as beliefs and practices in mathematics education. She received a UTS Excellence in Research Award for Researcher Development in 2010.
Dr. Peter Aubusson is Professor of Education at the University of Technology Sydney. His recent research examines science education and teacher education futures, mobile learning in mathematics and science and teacher professional learning. He was the founding director of the STEM Education Futures Research Centre at UTS. In 2013, he was awarded the UTS Vice-Chancellor's Medal for Research Excellence in acknowledgement of his research achievements.
Dr. Kevin Burden is Professor of Digital Education in the Faculty of Arts, Cultures and Education (FACE) at the University of Hull, and Programme Director for the Taught Doctorate in Education. His research interests lie in the field of learning, technology and teacher education, where he focuses on the areas of mobility, spatiality and materiality. He has been invited to deliver keynote addresses at several international events and conferences. In 2015 he was recognised as a National Teaching Fellow by the Higher Education Academy in the UK.
Dr. Sue Brindley is a Senior Lecturer at the University of Cambridge Faculty of Education. She is series editor for Learning and Teaching with Digital Technologies and has published widely in the field of teacher development. Sue was awarded the prestigious Pilkington Prize by Cambridge University in recognition of her innovative approaches to university teaching. She is editor of the Journal of Teacher Development, and co-editor of Technology, Pedagogy and Education.

SKU	Unavailable
ISBN 13	9781402038297
ISBN 10	1402038291
Title	Metaphor and Analogy in Science Education
Author	Peter J Aubusson
Series	Contemporary Trends And Issues In Science Education
Condition	Unavailable
Binding Type	Hardback
Publisher	Springer-Verlag New York Inc.
Year published	2005-12-01
Number of pages	210
Cover note	Book picture is for illustrative purposes only, actual binding, cover or edition may vary.