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International Journal of Science Education Volume 37, 2015 - Issue 5-6: Conceptual metaphor and embodied cognition in science learning
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Original Articles

An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course

Rachael LancorDepartment of Chemistry, Geoscience and Physics, Edgewood College, Madison, WI , USACorrespondence[email protected]
Pages 876-902 | Published online: 26 Mar 2015

Citations (16)

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Read on this site (2)

Sebastian T. Opitz, Andreas Blankenstein & Ute Harms. (2017) Student conceptions about energy in biological contexts. Journal of Biological Education 51:4, pages 427-440.
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Tamer G. Amin. (2015) Conceptual Metaphor and the Study of Conceptual Change: Research synthesis and future directions. International Journal of Science Education 37:5-6, pages 966-991.
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Articles from other publishers (14)

Mustafa Erdemir & Şebnem Kandil İngeç. (2023) CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY. Journal of Baltic Science Education 22:5, pages 813-832.
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Marcus Kubsch, Christina Krist & Joshua M. Rosenberg. (2022) Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research. Journal of Research in Science Teaching 60:2, pages 423-447.
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Annamaria Contini & Alice Giuliani. 2022. Fostering Inclusion in Education. Fostering Inclusion in Education 195 227 .
Soeharto Soeharto & Benő Csapó. (2021) Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts. Heliyon 7:11, pages e08352.
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Mihwa Park & Xiufeng Liu. (2019) An Investigation of Item Difficulties in Energy Aspects Across Biology, Chemistry, Environmental Science, and Physics. Research in Science Education 51:S1, pages 43-60.
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Tamer G. Amin. 2020. How Metaphors Guide, Teach and Popularize Science. How Metaphors Guide, Teach and Popularize Science 73 110 .
Michael C. Wittmann, Laura A. Millay, Carolina Alvarado, Levi Lucy, Joshua Medina & Adam Rogers. (2019) Applying the resources framework of teaching and learning to issues in middle school physics instruction on energy. American Journal of Physics 87:7, pages 535-542.
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S. T. Opitz, K. Neumann, S. Bernholt & U. Harms. (2017) Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts. Research in Science Education 49:2, pages 521-541.
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K D H Gunawan, S Liliasari & I Kaniawati. (2019) Investigation of integrated science course process and the opportunities to implement CSCL learning environments. Journal of Physics: Conference Series 1157, pages 022051.
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Ulrike Wernecke, Julia Schwanewedel & Ute Harms. (2018) Metaphors describing energy transfer through ecosystems: Helpful or misleading?. Science Education 102:1, pages 178-194.
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K Toedtanya & S Wuttiprom. (2017) The investigation of high school student’s energy concept by using analogies. Journal of Physics: Conference Series 901, pages 012119.
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Sebastian Tobias Opitz, Knut Neumann, Sascha Bernholt & Ute Harms. (2017) How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument. EURASIA Journal of Mathematics, Science and Technology Education 13:7.
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Meli Menia, Ahmad Mudzakir & Diana Rochintaniawati. The effect of conceptual metaphors through guided inquiry on student?s conceptual change. The effect of conceptual metaphors through guided inquiry on student?s conceptual change.
Soeharto Soeharto & Benő Csapó. (2021) Evaluating Item Difficulty Patterns for Assessing Student Misconceptions in Science Across Physics, Chemistry, and Biology Concepts. SSRN Electronic Journal.
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