2.50
Hdl Handle:
http://hdl.handle.net/2173/68474
Title:
The place of analogies in science education
Authors:
Heywood, David S.
Citation:
Cambridge journal of education, 2002, vol. 32, no. 2, pp. 233-247
Publisher:
Routledge
Issue Date:
Jun-2002
URI:
http://hdl.handle.net/2173/68474
DOI:
10.1080/03057640220147577
Additional Links:
http://www.tandf.co.uk/journals/titles/0305764X.asp
Abstract:
The role of analogy in learning has been extensively researched in science education. The core purpose of the use of analogy as a strategy deployed in teaching is that of developing understanding of abstract phenomena from concrete reference. Whilst such an objective is desirable, it is predicated on the assumption that there is an agreed interpretation of the particular phenomena under scrutiny to which all subscribe. This paper argues that such a position is untenable and that the research enterprise should shift focus from determining the effectiveness of analogy in cognitive transfer from base to target domains towards the recognition of the role of analogy in generating engagement in the learning process. In such a paradigm, meaning in science for both learner and teacher is derived from discourse rather than being independent of it. The discussion draws on hermeneutic philosophy to provide a theoretical framework to illustrate the implications for teacher subject and pedagogical knowledge.
Type:
Article
Language:
en
Description:
This metadata relates to an electronic version of an article published in Cambridge journal of education, 2002, vol. 32, no. 2, pp. 233-247. Cambridge journal of education is available online at informaworldTM at http://www.tandf.co.uk/journals/titles/0305764X.asp
Keywords:
Educational research
ISSN:
0305-764X
EISSN:
1469-3577

Full metadata record

DC FieldValue Language
dc.contributor.authorHeywood, David S.-
dc.date.accessioned2009-05-18T12:43:22Z-
dc.date.available2009-05-18T12:43:22Z-
dc.date.issued2002-06-
dc.identifier.citationCambridge journal of education, 2002, vol. 32, no. 2, pp. 233-247en
dc.identifier.issn0305-764X-
dc.identifier.doi10.1080/03057640220147577-
dc.identifier.urihttp://hdl.handle.net/2173/68474-
dc.descriptionThis metadata relates to an electronic version of an article published in Cambridge journal of education, 2002, vol. 32, no. 2, pp. 233-247. Cambridge journal of education is available online at informaworldTM at http://www.tandf.co.uk/journals/titles/0305764X.aspen
dc.description.abstractThe role of analogy in learning has been extensively researched in science education. The core purpose of the use of analogy as a strategy deployed in teaching is that of developing understanding of abstract phenomena from concrete reference. Whilst such an objective is desirable, it is predicated on the assumption that there is an agreed interpretation of the particular phenomena under scrutiny to which all subscribe. This paper argues that such a position is untenable and that the research enterprise should shift focus from determining the effectiveness of analogy in cognitive transfer from base to target domains towards the recognition of the role of analogy in generating engagement in the learning process. In such a paradigm, meaning in science for both learner and teacher is derived from discourse rather than being independent of it. The discussion draws on hermeneutic philosophy to provide a theoretical framework to illustrate the implications for teacher subject and pedagogical knowledge.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.tandf.co.uk/journals/titles/0305764X.aspen
dc.subjectEducational researchen
dc.titleThe place of analogies in science educationen
dc.typeArticleen
dc.identifier.eissn1469-3577-
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