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ERIC Number: EJ898984
Record Type: Journal
Publication Date: 2010-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0144-3410
Elaborated Metaphors Support Viable Inferences about Difficult Science Concepts
Diehl, Virginia; Reese, Debbie Denise
Educational Psychology, v30 n7 p771-791 Dec 2010
Instructional metaphors scaffold learning better when accompanied by an elaboration. Applying structure mapping theory, we developed and used an elaborated instructional metaphor (text and illustrations) for introductory chemistry concepts. In two studies (N[subscript 1] = 44, N[subscript 2] = 57), college students with little chemistry background read either the elaborated metaphor, sub-concept metaphor statements (e.g. an atom is like a tile) only or (Study 2) sub-concept labels (e.g. atom) only. When asked to write what they knew about the sub-concept, those in the elaborated metaphor condition wrote more sophisticated domain inferences than those in the other condition(s), p less than 0.05. The elaborated metaphor helped participants construct accurate pre-conceptual mental models that could prepare them for future learning (i.e. acquisition of new knowledge). The results also suggested that acquisition of high-level concepts may require active learner transactions with the analogue, as can be had in interactive instructional game worlds. (Contains 3 tables, 3 figures, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A