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Article de revue:
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ID no. (ISBN etc.): 0305764X
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Clé de citation BibTeX: Heywood2002
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Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), p. p233–247.
Ajoutée par: Sterenn Audo 2007-12-11 16:29:57 Dernièrement modifiée par: Lynda Taabane 2008-01-14 18:47:11
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Résumé
The role of analogy in learning has been extensively researched in science education. The core purpose of the use of analogy as a strategy deployed in teaching is that of developing understanding of abstract phenomena from concrete reference. Whilst such an objective is desirable, it is predicated on the assumption that there is an agreed interpretation of the particular phenomena under scrutiny to which all subscribe. This paper argues that such a position is untenable and that the research enterprise should shift focus from determining the effectiveness of analogy in cognitive transfer from base to target domains towards the recognition of the role of analogy in generating engagement in the learning process. In such a paradigm, meaning in science for both learner and teacher is derived from discourse rather than being independent of it. The discussion draws on hermeneutic philosophy to provide a theoretical framework to illustrate the implications for teacher subject and pedagogical
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Lynda Taabane
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Informations supplémentaires en ligne :
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Idées
pdf dispo
Ajoutée par: Lynda Taabane
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