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Varying use of conceptual metaphors across levels of expertise in thermodynamics
Linköping University.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Linköping University. (Physics Didactics)
American University of Beirut, Lebanon.
2014 (English)Conference paper, Presentation (Refereed)
Abstract [en]

Many studies have previously focused on how people with different levels of expertise solve and take on different problem situations, for instance within physics. This study focuses on how people across three levels of expertise make use of conceptual metaphors and different levels of engagement with studied phenomena in different contexts related to thermodynamics. Conceptual metaphors were found to be used across all three levels of expertise. However, what distinguishes these three levels of expertise from each other is the level of engagement with the phenomenon in different contexts and in relation to different concepts.

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Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-238913OAI: oai:DiVA.org:uu-238913DiVA: diva2:772745
European Association for Research on Learning and Instruction (EARLI 2014)
Available from: 2014-12-17 Created: 2014-12-17 Last updated: 2015-02-13

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