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Sharing stories of the classroom use of metaphors and analogies for sustaining science teacher learning

Ritchie, S.M. (2005) Sharing stories of the classroom use of metaphors and analogies for sustaining science teacher learning. In: Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science, 28 August - 1 September 2005, Barcelona, Spain

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Abstract

Metaphoric thinking helps teachers (re)conceptualise their role and practice and it can promote professional reflection, research and change. These benefits are tied to "the metaphors we live by" because metaphor enables us to "conceptualise our experiences" and to pick "out what is 'important' in the experience" and "categorise the experience ... imension by dimension" (Lakoff & Johnson, 1980, p.83, 145). In this paper I discuss the process of and outcomes from beginning teachers sharing their stories about using analogies in science teaching and applying metaphors to guide their practice.

Publication Type: Conference Paper
Copyright: 2005 The Author
Conference Website: http://www.esera.org/
URI: http://researchrepository.murdoch.edu.au/id/eprint/21381
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