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Metaphors describing energy transfer through ecosystems : Helpful or misleading? / Wernecke, Ulrike; Schwanewedel, Julia; Harms, Ute.

in: Science Education, 31.10.2017.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Wernecke, U, Schwanewedel, J & Harms, U 2017, 'Metaphors describing energy transfer through ecosystems: Helpful or misleading?' Science Education. DOI: 10.1002/sce.21316

APA

Wernecke, U., Schwanewedel, J., & Harms, U. (2017). Metaphors describing energy transfer through ecosystems: Helpful or misleading? Science Education. DOI: 10.1002/sce.21316

Vancouver

Wernecke U, Schwanewedel J, Harms U. Metaphors describing energy transfer through ecosystems: Helpful or misleading? Science Education. 2017 Okt 31. Erhältlich von, DOI: 10.1002/sce.21316

BibTeX

@article{8b67dc9d5e7a412eb2268e01e3d0cd03,
title = "Metaphors describing energy transfer through ecosystems: Helpful or misleading?",
abstract = "Energy transfer in ecosystems is an abstract and challenging topic for learners. Metaphors are widely used in scientific and educational discourse to communicate ideas about abstract phenomena. However, although considered valuable teaching tools, metaphors are ambiguous and can be misleading when used in educational contexts. Educational researchers have found various metaphorical patterns in scientific and everyday language that have been summarized as conceptual metaphors. However, little is known about the way students deal with crucial metaphors of specific science content. Using metaphor theory as a framework, the study presented here focuses on four metaphors describing energy transfer through an ecosystem: energy flow, non-cycle, one-way street and energy loss. Applying qualitative content analysis, the usage of the metaphors was analyzed in 13 biology textbooks and 50 students’ texts. We found notable differences between textbooks’ and students’ application of metaphors. Students often do not adopt the metaphors or use them as intended. For example, energy flow is a conventionalized metaphor for energy transfer processes, but students tend to use this metaphor in terms of a substance instead of a process. Implications for the use of these metaphors in biology instruction are derived.",
keywords = "Development of competencies and transitions",
author = "Ulrike Wernecke and Julia Schwanewedel and Ute Harms",
year = "2017",
month = "10",
doi = "10.1002/sce.21316",
journal = "Science Education",
issn = "0036-8326",
publisher = "Wiley-Blackwell",

}

RIS

TY - JOUR

T1 - Metaphors describing energy transfer through ecosystems

T2 - Science Education

AU - Wernecke,Ulrike

AU - Schwanewedel,Julia

AU - Harms,Ute

PY - 2017/10/31

Y1 - 2017/10/31

N2 - Energy transfer in ecosystems is an abstract and challenging topic for learners. Metaphors are widely used in scientific and educational discourse to communicate ideas about abstract phenomena. However, although considered valuable teaching tools, metaphors are ambiguous and can be misleading when used in educational contexts. Educational researchers have found various metaphorical patterns in scientific and everyday language that have been summarized as conceptual metaphors. However, little is known about the way students deal with crucial metaphors of specific science content. Using metaphor theory as a framework, the study presented here focuses on four metaphors describing energy transfer through an ecosystem: energy flow, non-cycle, one-way street and energy loss. Applying qualitative content analysis, the usage of the metaphors was analyzed in 13 biology textbooks and 50 students’ texts. We found notable differences between textbooks’ and students’ application of metaphors. Students often do not adopt the metaphors or use them as intended. For example, energy flow is a conventionalized metaphor for energy transfer processes, but students tend to use this metaphor in terms of a substance instead of a process. Implications for the use of these metaphors in biology instruction are derived.

AB - Energy transfer in ecosystems is an abstract and challenging topic for learners. Metaphors are widely used in scientific and educational discourse to communicate ideas about abstract phenomena. However, although considered valuable teaching tools, metaphors are ambiguous and can be misleading when used in educational contexts. Educational researchers have found various metaphorical patterns in scientific and everyday language that have been summarized as conceptual metaphors. However, little is known about the way students deal with crucial metaphors of specific science content. Using metaphor theory as a framework, the study presented here focuses on four metaphors describing energy transfer through an ecosystem: energy flow, non-cycle, one-way street and energy loss. Applying qualitative content analysis, the usage of the metaphors was analyzed in 13 biology textbooks and 50 students’ texts. We found notable differences between textbooks’ and students’ application of metaphors. Students often do not adopt the metaphors or use them as intended. For example, energy flow is a conventionalized metaphor for energy transfer processes, but students tend to use this metaphor in terms of a substance instead of a process. Implications for the use of these metaphors in biology instruction are derived.

KW - Development of competencies and transitions

U2 - 10.1002/sce.21316

DO - 10.1002/sce.21316

M3 - Journal articles

JO - Science Education

JF - Science Education

SN - 0036-8326

ER -

ID: 801606