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Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet
Realgymnasiet, Norrköping.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Linköping University. (Physics Didactics)
Linköping University.
2015 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, 102-117 p.Article in journal (Refereed) Published
Abstract [en]

Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings.

Place, publisher, year, edition, pages
2015. Vol. 11, no 1, 102-117 p.
Keyword [sv]
läroboksanalys, begreppsliga metaforer, analogier, kemiundervisning
National Category
Research subject
Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-248069OAI: oai:DiVA.org:uu-248069DiVA: diva2:798483
Available from: 2015-03-26 Created: 2015-03-26 Last updated: 2015-09-23Bibliographically approved

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Haglund, Jesper
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