Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks – A Double-Edged Sword

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sara J. Wahlberg, Jesper Haglund, Niklas M. Gericke
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引用次数: 0

Abstract

This study provides insights into the use of metaphors in protein synthesis descriptions in upper secondary chemistry and biology textbooks. Data were collected from seven Swedish textbooks and analyzed with the Metaphor Identification Protocol and categorized within the framework of Conceptual Metaphor Theory. The results reveal two main parallel metaphor systems of construction-based metaphors and information-based metaphors. Five sub-systems with different emphasis on the usage of construction and information related metaphors emerged in the analysis: the location, translocation, transportation, cryptography and publishing sub-metaphor systems. These metaphors can function as double-edged swords for students’ learning. On the positive side, the construction-based metaphors (location, translocation and transportation) meet the educational need to describe where the processes of the protein synthesis occur and how these take place, while the information-based metaphors (cryptography and publishing) describe how the different sub-processes of the protein synthesis are linked via the interflow of information between them. On the negative side, the identified metaphors are presented implicitly without explanations, thus making it difficult for the students to identify them. Also, textbook sentences often contain metaphors drawn from several of the five sub-systems, requiring students not only to differentiate between them, but also to connect the source and target domain of the different metaphors correctly. The results highlight the important role of the teacher in supporting students’ learning by explaining what metaphors are and how they are used in textbooks. To further this end, authors of biology and chemistry textbooks are recommended to introduce metaphors early and explicitly.

Abstract Image

瑞典高中化学和生物教科书中有关蛋白质合成的隐喻--一把双刃剑
本研究深入探讨了高中化学和生物教科书中蛋白质合成描述中隐喻的使用。研究从瑞典的七本教科书中收集数据,使用隐喻识别协议进行分析,并在概念隐喻理论的框架内进行分类。研究结果显示了两个主要的平行隐喻系统,即基于构造的隐喻和基于信息的隐喻。在分析中出现了五个子系统,它们在使用与建筑和信息相关的隐喻时侧重点不同,分别是位置、转移、运输、加密和出版子隐喻系统。这些隐喻对学生的学习来说是一把双刃剑。从积极的方面看,基于结构的隐喻(位置、转移和运输)满足了描述蛋白质合成过程在哪里发生以及如何发生的教学需要,而基于信息的隐喻(密码学和出版)则描述了蛋白质合成的不同子过程如何通过它们之间的信息流相互联系。消极的一面是,已识别的隐喻都是隐含的,没有解释,因此学生很难识别。此外,教科书中的句子往往包含来自五个子系统中多个子系统的隐喻,这就要求学生不仅要区分这些隐喻,还要正确连接不同隐喻的源域和目标域。研究结果凸显了教师的重要作用,即通过解释什么是隐喻以及教科书中如何使用隐喻来支持学生的学习。为此,建议生物和化学教科书的作者尽早明确地引入隐喻。
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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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