Students’ mental model development during historically contextualized inquiry: how the ‘Tectonic Plate’ metaphor impeded the process

Dolphin, Glenn; Benoit, Wendy

doi:10.1080/09500693.2016.1140247

Cited by 37 publications

(32 citation statements)

References 55 publications

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“…The explanation broadens and deepens (Thagard, 2012) our understanding of how the mind works. It broadens our understanding by extending embodied cognition beyond recent research on learning (Amin, 2015;Niebert and Gropengiesser, 2015;Dolphin and Benoit, 2016) into research on teaching. It also deepens our understanding by explaining metaphorical thinking (Nersessian, 2008) as a mechanism for decision making.…”

Section: Appendix 1 Pertinent Research On Teachers' Beliefs and Pracmentioning

confidence: 98%

“…Indeed, particular metaphors could act as a barrier to understanding for students, because students' common understanding structures how they derive meaning from the metaphor (Taber, 2003). As an example, Dolphin and Benoit (2016) demonstrated how their student participants' understanding of "tectonic plate" was actually grounded in their everyday experience with ceramic plates. Their separate and brittle nature precluded the students from developing a useful understanding of elastic rebound theory.…”

Section: Introductionmentioning

confidence: 99%

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Toward an understanding of “teaching in the making”: Explaining instructional decision making by analyzing a geology instructor’s use of metaphors

Dolphin

2016

Geosphere

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Research shows that teachers presented with new curricula designed to be more student-centered do not usually implement that curricula as intended, even when they receive associated professional development. To date, researchers have examined the implementation issue by focusing on teachers' beliefs, knowledge, and motivations to explain their practices, although results are complex and sometimes contradictory. Similarly, this case study research investigates how a geology instructor (Eric, a pseudonym) chose to implement a student-centered, inquiry-rich, discussion-focused curriculum by using traditional teacher-centered strategies instead. Classroom observations and multiple audio-recorded meetings with Eric were a means to understand why he chose and amended certain parts of the proposed curriculum. The object of focus is Eric's spontaneous use of metaphor when talking about teaching, learning, and knowledge to understand and explain the factors involved in his instructional decision making. Analyzing Eric's conversations and teaching through an embodied cognition theoretical framework shows that he structured his teaching with two metaphors: the jigsaw puzzle metaphor and the fieldtrip metaphor. These parallel metaphors worked in concert to shape how Eric perceived his role, his students' role, and the role and nature of knowledge; thus, they structured what and how he taught. Understanding teachers' conceptual metaphors can aid curriculum designers to develop content with a higher likelihood of implementation, just as collaboration and communication between designers and teachers will support teaching-in-the-making.

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Section: Appendix 1 Pertinent Research On Teachers' Beliefs and Pracmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Toward an understanding of “teaching in the making”: Explaining instructional decision making by analyzing a geology instructor’s use of metaphors

Dolphin

2016

Geosphere

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“…There are five groups of misconceptions: vernacular misconception is the interpretation of a particular term, process or phenomenon based on everyday language use. In this case, the everyday meaning of the term differs from the meaning used in the scientific context (Dolphin & Benoit, 2016;Kádár & Farsang, 2018). A preconception is a group of misconceptions in which an everyday interpretation of a known concept, process, or phenomenon influences the interpretation of a new concept, process, or phenomenon from the scientific point of view.…”

Section: Introductionmentioning

confidence: 99%

Caracteristics Of Natural Science Misconceptions Among Transylvanian Hungarian Teacher Training Students

Birta-Székely¹,

Szállassy²

2019

The European Proceedings of Social and Behavioural Sciences

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According to the constructive pedagogical trends, the formation of misconceptions significantly inhibits conceptual changes, thus resisting teaching and learning processes. The present research examines the knowledge of teacher training students from the point of view of natural sciences and pedagogy. We assume that the formation of natural science misconceptions is often facilitated by teachers who themselves have their own misconceptions regarding these notions. Our target group includes Hungarian university students from Romania who will be teaching natural science concepts during their teaching career (students of biology, physics, as well as preschool and primary teacher training students enrolled in the academic year 2018/2019). We intend to explore and investigate the natural science misconceptions and their peculiarities among students. The survey is based on a traditional paper-based questionnaire, in which we ask for conceptual maps, while we also ask specific definition-centered questions about natural science concepts, as well as open questions based on reasoning. Participants wrote many terms for the key concepts, with 262 students totalling 6874 terms, an average of 1145 terms per key term. The results of the open-ended questions and the conceptual maps suggest that there is a significant number of participants who are unfamiliar with the key concepts of natural science.

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“…A kor•bban m•r eml"tett szerzők mindegyike haszn•lja a t€vk€pzet vagy annak rokon €rtelmű fogalm•t. Munk•ik alapj•n a t€vk€pzetek főbb tulajdons•gai a k‚vetkezők: nem lehet őket felt€rk€pezni, mert a di•koknak a megtanultakat egyszerűen "csak" vissza kell adniuk egy ismert €s begyakorolt minta alapj•n, nem pedig alkalmazniuk kell azokat, "gy a t€vk€pzetek is rejtve maradhatnak (Korom, 2002(Korom, , 2005Vosniadou et al, 2008) Barnett et al, 2006;Diakidoy et al, 1997;Dolphin €s Benoit, 2016;Korom, 2002Korom, , 2005Murphy €s Alexander, 2008;Samarapungavan et al, 1996;T…th, 1999a, 1999bVosniadou €s Brewer, 1990…”

Section: A Tanul"i T‚vk‚pzetek Szakm"dszertani Jelentős‚geunclassified

“…Naiv tud•s/ismeret Annak a tud•snak az ‚sszess€ge, amellyel a tanul…k az oktat•sba €rkeznek, €s amelyek potenci•lisan relev•nsak az ‰j ismeretek kialak"t•s•ban (Mazens €s Lautrey, 2003). Intuit"v ismeret Annak a tud•snak az ‚sszess€ge, amellyel a tanul…k az oktat•sba €rkeznek, €s amelyek potenci•lisan relev•nsak az ‰j ismeretek kialak"t•s•ban (Pozo €s G…mez Crespo, 2005 (Dolphin €s Benoit, 2016). Naiv elk€pzel€s A fizikai vil•g h€tk‚znapi megtapasztal•sa alapj•n kialak"tott n€zet (Caramazza et al, 1981).…”

Section: Fogalomunclassified

Általános és középiskolás tanulók földrajz tantárgyhoz köthető tévképzetei

Kádár

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Students’ mental model development during historically contextualized inquiry: how the ‘Tectonic Plate’ metaphor impeded the process

Cited by 37 publications

References 55 publications

Toward an understanding of “teaching in the making”: Explaining instructional decision making by analyzing a geology instructor’s use of metaphors

Toward an understanding of “teaching in the making”: Explaining instructional decision making by analyzing a geology instructor’s use of metaphors

Caracteristics Of Natural Science Misconceptions Among Transylvanian Hungarian Teacher Training Students

Általános és középiskolás tanulók földrajz tantárgyhoz köthető tévképzetei

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