科学遇见隐喻:罗马尼亚科学教科书中抽象概念的教学与交流

IF 1.3 Q2 COMMUNICATION
Elena NEGREA-BUSUIOC, Oana Ștefăniță, Gabriela Guiu
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引用次数: 0

摘要

在科学教学中,隐喻和类比是用更简单、更熟悉的术语解释抽象概念的有效和有吸引力的工具。科学教科书的作者和教师依靠隐喻和类比来解释抽象的科学概念,并将其传达给年轻的学习者。在本文中,我们讨论了罗马尼亚中学教育(6-8年级)物理和化学教科书中的隐喻表达语料库,并根据目标域(即所分析教科书的单元课程中呈现的核心科学概念)和源域(即用于解释所分析教科书中科学概念的更具体,更熟悉的概念)进行分类。此外,我们探索了识别和注释的隐喻可能为理解物理学(例如,“水流动”方面的电)和化学(例如,作为“场轨道”的电子壳层)的核心概念提供基础的方式。这项研究是一个更大的研究项目的一部分,目的是研究罗马尼亚科学教科书中使用的隐喻和类比是如何被年轻的学习者理解和误解的,以及(错误)理解复杂的科学思想对学生准备理解我们生活的世界,最终对他们未来对科学的参与和兴趣意味着什么。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Science Meets Metaphor: Teaching and Communicating about Abstract Concepts in Romanian Science Textbooks
Metaphors and analogies are efficient and attractive tools used in science teaching to explain abstract ideas in simpler, familiar terms. Science textbook authors and teachers rely on metaphors and analogies to explain abstract scientific concepts and convey them to young learners. In this paper, we discuss a corpus of metaphorical expressions found in Romanian physics and chemistry textbooks for secondary education (grades 6-8), and classified based on target domains (i.e., the core scientific concepts presented in the unit lessons of the analyzed textbooks) and source domains (i.e., the more concrete, more familiar concepts used to explain scientific concepts from the analyzed textbooks). Furthermore, we explore the way in which the identified and annotated metaphors may provide the basis for understanding core concepts from physics (e.g., electricity in terms of ‘water flowing’) and chemistry (e.g., electron shells as ‘field track lanes’). This study is part of a larger research project which aims is to examine how metaphors and analogies used in Romanian science textbooks are understood and misunderstood by young learners and what (mis-) understanding complex scientific ideas might mean for pupils’ preparedness to make sense of the world we live in and, ultimately, for their future engagement with and interest in science.
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来源期刊
CiteScore
1.40
自引率
0.00%
发文量
7
审稿时长
12 weeks
期刊介绍: The Romanian Journal of Communication and Public Relations welcomes high quality contributions investigating topics in the fields of mass media, communication and public relations, from theoretical, empirical and critical perspectives. The RJCPR mainly favors original and articulate research papers, but theory-focused articles, book reviews and other scientific contributions are also welcome
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