Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics

Amin, Tamer G.; Jeppsson, Fredrik; Haglund, Jesper; Strömdahl, Helge

doi:10.1002/sce.21015

Cited by 44 publications

(40 citation statements)

References 54 publications

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“…Moreover, as we have pointed out and discussed in previous work (Amin, 2009;Amin et al, 2012;Jeppsson et al, 2013), the use of concrete image-schematic source domains of conceptual metaphors in abstract, scientific problem solving shows that the role of ontological classification in the development of scientific expertise is not at all simple. In light of the present study, we can add that implicit concrete construals of abstract concepts such as entropy, energy and heat in terms of possessions, movement of possession, containment, etc.…”

Section: Conceptual Metaphors and The Coordination Of Propositional Amentioning

confidence: 86%

“…A number of researchers have begun to investigate scientific expertise as the coordinated use of propositional and non-propositional knowledge structures and processes (Amin, 2009;Amin, Jeppsson, Haglund, & Strömdahl, 2012;Cheng & Brown, 2010;diSessa & Sherin, 1998;Georgiou, 2014;Jeppsson et al, 2013;Sherin, 2001;Singh, 2002). diSessa & Sherin (1998) extended diSessa's earlier work on p-prims as a constituent of expert scientific understanding and reasoning, by proposing the construct of a coordination class.…”

Section: Introductionmentioning

confidence: 99%

“…In previous work, we have identified extensive use of conceptual metaphors to construe abstract physical quantities in thermodynamics: energy in the The Feynman Lectures on Physics (Amin, 2009), and entropy and the second law of thermodynamics in university textbooks (Amin et al, 2012) and in PhD student problem-solving dialogues (Jeppsson et al, 2013). We have suggested that conceptual metaphor may be added to the list of productive intuitive resources that contribute to science learning.…”

Section: Introductionmentioning

confidence: 99%

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Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics

Jeppsson

Haglund

Amin

2015

International Journal of Science Education

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Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem solving. A more recent line of research has focused on characterizing continuity between experts and novices at the level of nonpropositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper we compare problem solving across two levels of expertise -undergraduate students of chemistry and PhD students in physical chemistry -identifying differences in how conceptual metaphors are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesized that the acquisition of expertise involves learning to coordinate the use of conceptual metaphors to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations.Moreover, we suggest that with increasing expertise, the use of conceptual metaphors involves a greater degree of subjective engagement with physical entities and processes.Implications for research on learning and instructional practice are discussed.3

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Section: Conceptual Metaphors and The Coordination Of Propositional Amentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics

Jeppsson

Haglund

Amin

2015

International Journal of Science Education

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“…Thus, entropy of information can measure the amount of valid information provided by a set of data. Its application in the field of enterprise management created the concept of 'entropy of management', unifying the natural and social sciences and moving from the qualitative to the quantitative that may be called the comprehensive integrated discussion system (Amin, Jeppsson, Haglund, & Strömdahl, 2012;Levada, 2014;Haglund, Jeppsson, & Andersson, 2014;Haglund, Andersson, & Elmgren, 2015;Chang, & Wang, 2016).…”

Section: International Risk Assessmentmentioning

confidence: 99%

Evaluating the Investment Benefit of Multinational Enterprises’ International Projects Based on Risk Adjustment: Evidence from China

Chen

2016

EURASIA J MATH SCI T

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This study examines the international risks faced by multinational enterprises to understand their impact on the evaluation of investment projects. Moreover, it establishes a 'three-dimensional' theoretical framework of risk identification to analyse the composition of international risk indicators of multinational enterprises based on the theory of an enterprise's international development path and stages as well as risk management. Using entropy weights and net present value (NPV), this study employs survey data to empirically analyse the international risk entropy evaluation model and then test the NPV evaluation model based on risk adjustment. A significant difference is found between the evaluation process of multinationals' international investment benefits with and without considering the risk factors. This study concludes that the results of the risk-adjusted NPV model are more scientific and effective than that of the traditional NPV model as the basis of decision-making. It contributes to the theoretical literature by proposing the international risk entropy model and constructing the riskadjusted NPV model to test the impact of international risk factors on the evaluation of international investment projects. This provides a reference to multinationals in their choice of investment projects as well as to researchers in this field.

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“…Recently, there has been an increasing interest in how science education may take advantage of conceptual metaphor (e.g. Amin, 2009;Amin, Jeppsson, Haglund, & Strömdahl, 2012;Brookes & Etkina, 2007;Jeppsson, Haglund, Amin, & Strömdahl, 2013;Niebert, Marsch, & Treagust, 2012;Scherr, Close, McKagan, & Vokos, 2012) and conceptual blending (Podolefsky & Finkelstein, 2007).…”

Section: Another Important Practical Question Is At What Stage Of Teamentioning

confidence: 99%

Collaborative and self-generated analogies in science education

Haglund

2013

Studies in Science Education

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It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students own analogies in teaching, and; analogy generation in collaborative settings, such as in small group work. Empirical studies show predominately positive results with regards to students' enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.

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Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics

Cited by 44 publications

References 54 publications

Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics

Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics

Evaluating the Investment Benefit of Multinational Enterprises’ International Projects Based on Risk Adjustment: Evidence from China

Collaborative and self-generated analogies in science education

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