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ERIC Number: EJ1061012
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-0950-0693
On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin
Sherin, Bruce
International Journal of Science Education, v37 n5-6 p806-811 2015
In this commentary, the author presents his thoughts on two papers appearing in this special issue. The first, "The Importance of Language in Students' Reasoning about Heat in Thermodynamic Processes," by David T. Brookes and Eugenia Etkina (See: EJ1060728), and the second, "Varying Use of Conceptual Metaphors Across Levels of Expertise in Thermodynamics," by Fredrik Jeppsson, Jesper Haglund, and Tamer G. Amin (See: EJ1060729). Sherin states that he found both of these papers to be very congenial, in the sense that their overall thrust is in line with his own core beliefs about how science is learned, and how it should be taught. These core beliefs shared are: (1) science learning must build on everyday resources that students possess prior to formal science instruction; and (2) successful science learning requires the coordination of these everyday resources and new resources acquired during formal instruction. The authors of both papers are very clear that they share these core beliefs with a range of prior work that includes, in particular, the work of diSessa (1993), and (Sherin, 2001), which they graciously cite.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A