By Peter J. Aubusson, Allan G. Harrison, Stephen M. Ritchie
This ebook brings jointly robust rules and new advancements from the world over known students and lecture room practitioners to supply theoretical and sensible wisdom to notify growth in technology schooling. this can be completed via a sequence of similar chapters reporting learn on analogy and metaphor in technology schooling. through the publication, participants not just spotlight profitable functions of analogies and metaphors, but additionally foreshadow interesting advancements for study and perform. subject matters contain metaphor and analogy: most sensible perform, as reasoning; for studying; purposes in instructor improvement; in technological know-how schooling study; philosophical and theoretical foundations. hence, the booklet is probably going to entice a large viewers of technological know-how educators –classroom practitioners, scholar lecturers, instructor educators and researchers.
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Extra resources for Metaphor and Analogy in Science Education
In science labs it was unusual to observe anything other than relatively closed investigation tasks in which problem, method and solution were largely predetermined by the text book. Students learned (implicitly) to ignore their ‘errant’ methods and ‘ill-fitting’ observations in order to ensure that they were assessed by the teacher as having confirmed classroom-science canonical knowledge and to have conformed closely to its standard discourse practices. On occasions, a student was seen to be functioning in the role of student-asjudge, especially when judging the classroom-science to be at odds with his/her own life-world experiences.
1971). Klein's comprehensive etymological dictionary of the English language. Amsterdam: Elsevier. Kragh, H. (1998). Social constructivism, the gospel of science and the teaching of physics. Science and Education, 7(3), 231-43. , & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York, NY: Basic Books. , & Nunez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books. Pinar, W.
Effect of analogical processes on learning and misrepresentation. Educational Psychology Review, 3(1), 41-72. JOHN WILLIAM WILLISON AND PETER CHARLES TAYLOR COMPLEMENTARY EPISTEMOLOGIES OF SCIENCE TEACHING Towards an Integral Perspective 1. INTRODUCTION Over sixty years ago, Dewey reflected that the history of educational theory is marked by opposition (Garrison, 1995). It seems that this is true also of recent educational history where ‘paradigm wars’ are well established between proponents of the disparate epistemologies of objectivism and constructivism (and between those who favor one form of constructivism over another).