The Affordances of Metaphors in Meaning-Making of Nutrient Uptake in Upper Primary School

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-07-20 DOI:10.1007/s11165-024-10186-1
Alma Jahic Pettersson, Kristina Danielsson, Carl-Johan Rundgren
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Abstract

Previous research suggests that the use of metaphors in science education have both possibilities and challenges. In this study, we analyse the role of metaphors in meaning-making in the upper primary science classroom. We investigate the potential of metaphors about nutrient uptake occurring in classrooms in which an animation was used. To identify metaphors in the classroom interaction, we have applied an analysis according to systemic-functional grammar (SFG), rooted in social semiotic theory. The present study indicates that the use of metaphors can play an important role in scientific meaning-making, since, in that way, students and teachers can make meaning about scientific processes and functions before having access to the scientific terminology. However, if metaphors are to be functional tools for meaning-making in science education, the teacher has an important role to play in, among other things, explicitly connecting the metaphors and everyday language to scientific concepts. We argue that metaphors based on functional similarity have a high affordance for making meaning about complex processes, such as nutrient uptake.

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隐喻在小学高年级学生营养吸收意义建构中的作用
以往的研究表明,在科学教育中使用隐喻既有可能,也有挑战。在本研究中,我们分析了隐喻在小学高年级科学课堂意义建构中的作用。我们调查了在使用动画的课堂中出现的有关营养吸收的隐喻的潜力。为了识别课堂互动中的隐喻,我们运用了根植于社会符号学理论的系统功能语法(SFG)进行分析。本研究表明,隐喻的使用可以在科学意义的形成过程中发挥重要作用,因为通过这种方式,学生和教师可以在接触到科学术语之前就对科学过程和功能产生意义。然而,如果要使隐喻成为科学教育中意义建构的功能性工具,教师就必须发挥重要作用,将隐喻和日常语言与科学概念明确地联系起来。我们认为,基于功能相似性的隐喻对于复杂过程(如养分吸收)的意义生成具有很高的承受能力。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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