1,282
Views
31
CrossRef citations to date
0
Altmetric
Original Articles

Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy

&

References

  • Amin, T. G. (2009). Conceptual metaphor meets conceptual change. Human Development, 52(3), 165–197. doi: 10.1159/000213891
  • Anderson-Levitt, K. M. (2006). Ethnography. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaitė, & E. Grace (Eds.), Handbook of complementary methods in education research (pp. 279–295). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Arons, A. B. (1965). Development of concepts of physics: From the rationalization of mechanics to the first theory of atomic structure. Reading, MA: Addison-Wesley.
  • Bassok, M., & Olseth, K. L. (1995). Object based representations: Transfer between cases of continuous and discrete models of change. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(6), 1522–1538.
  • Begel, A., Garcia, D. D., & Wolfman, S. (2004, March 3). Kinesthetic learning in the classroom. Paper presented at the proceedings of the 35th SIGCSE technical symposium on computer science education SIGCSE ’04, New York, NY.
  • Brewe, E. (2011). Energy as a substance like quantity that flows: Theoretical considerations and pedagogical consequences. Physical Review Special Topics: Physics Education Research, 7(020106), 1–14.
  • Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), 161–199. doi: 10.1207/s15327809jls1402_1
  • Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10(2–3), 249–260. doi: 10.1080/07370008.1985.9649011
  • Chinnicci, J. P., Yue, J. W., & Torres, K. M. (2004). Students as ‘human chromosomes’ in roleplaying mitosis and meiosis. The American Biology Teacher, 66(1), 35–39.
  • Close, H. G., & Scherr, R. E. (2012). Differentiation of energy concepts through speech and gesture in interaction. American Institute of Physics Conference Proceedings, 1413, 151–154.
  • Colella, V. (2000). Participatory simulations: Building collaborative understanding through immersive dynamic modeling. Journal of the Learning Sciences, 9(4), 471–500. doi: 10.1207/S15327809JLS0904_4
  • Daane, A. R., McKagan, S. B., Vokos, S., & Scherr, R. E. (2015). Energy conservation in dissipative processes: Teacher expectations and strategies associated with imperceptible thermal energy. Physical Review – Special Topics: Physics Education Research, 11(010109), 1–15.
  • Daane, A. R., Vokos, S., & Scherr, R. E. (2014). Goals for teacher learning about energy degradation. Physical Review Special Topics: Physics Education Research, 10(020111), 1–16.
  • Daane, A. R., Wells, L., & Scherr, R. E. (2014). Energy theater. The Physics Teacher, 52, 291–294. doi: 10.1119/1.4872412
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 1–19). Thousand Oaks, CA: Sage Publications.
  • DeWolf, M., Bassok, M., & Holyoak, K. J. (2013). Analogical reasoning with rational numbers: Semantic alignment based on discrete versus continuous quantities. Paper presented at the 35th Annual Conference of the Cognitive Science Society, Austin, TX.
  • diSessa, A. (1993). Ontologies in pieces: Response to Chi and Slotta. Cognition and Instruction, 10(2–3), 272–280.
  • Dreyfus, B. W., Geller, B. D., Gouvea, J., Sawtelle, V., Turpen, C., & Redish, E. F. (2014). Ontological metaphors for negative energy in an interdisciplinary context. Physical Review Special Topics: Physics Education Research, 10(020108), 1–11.
  • Duit, R. (1987). Should energy be illustrated as something quasi material? International Journal of Science Education, 9(2), 139–145. doi: 10.1080/0950069870090202
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119–161). New York, NY: Macmillan.
  • Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Malden, MA: Polity Press.
  • Falk, G., Hermann, F., & Bruno Schmid, G. (1983). Energy forms or energy carriers? American Journal of Physics, 51(12), 1074–1077. doi: 10.1119/1.13340
  • Fauconnier, G., & Turner, M. (2002). The way we think: Conceptual blending and the mind's hidden complexities. New York, NY: Basic Books.
  • Feynman, R. P., Leighton, R. B., & Sands, M. (1969). The Feynman lectures on physics. Reading, MA: Addison Wesley.
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi: 10.1525/aa.1994.96.3.02a00100
  • Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. doi: 10.1016/S0378-2166(99)00096-X
  • Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5. doi:10.1037/0003-066X.53.1.5
  • Halliday, D., Resnick, R., & Walker, J. (2008). Fundamentals of physics (8th ed.). Hoboken, NJ: John Wiley & Sons.
  • Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19(3), 265–288. doi: 10.1207/s15516709cog1903_1
  • Hutchins, E. (2005). Material anchors for conceptual blends. Journal of Pragmatics, 37(10), 1555–1577. doi: 10.1016/j.pragma.2004.06.008
  • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103. doi: 10.1207/s15327809jls0401_2
  • Kraus, P. A., & Vokos, S. (2011). The role of language in the teaching of energy: The case of heat energy. Washington State Teachers’ Association Journal, Spring. Retrieved from http://www.spu.edu/depts/physics/documents/wsta_krausvokos.pdf
  • Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago, IL: University of Chicago Press.
  • Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York, NY: Basic Books.
  • Lakoff, G., & Nuñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.
  • Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association.
  • Manogue, C. A., Siemens, P. J., Tate, J., Browne, K., Niess, M. L., & Wolfer, A. J. (2001). Paradigms in physics: A new upper-division curriculum. American Journal of Physics, 69(9), 978–990. doi: 10.1119/1.1374248
  • Maxwell, J. A. (2004a). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 33(2), 3–11. doi: 10.3102/0013189X033002003
  • Maxwell, J. A. (2004b). Using qualitative methods for causal explanation. Field Methods, 16(3), 243–264. doi: 10.1177/1525822X04266831
  • Mcdermott, R. P., Gospodinoff, K., & Aron, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24(3–4), 245–275. doi: 10.1515/semi.1978.24.3-4.245
  • McKagan, S. B., Scherr, R. E., Close, E. W., & Close, H. G. (2012). Criteria for creating and categorizing forms of energy. American Institute of Physics Conference Proceedings, 1413, 279–282.
  • Millar, R. (2005). Teaching about energy. York: Department of Educational Studies Research Paper, York University.
  • Morrow, C. A. (2000). Kinesthetic astronomy: The sky time lesson. The Physics Teacher, 38, 252–253. doi:10.1119/1.880520
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2011). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. Journal of the Learning Sciences, 21(2), 287–323. doi: 10.1080/10508406.2011.611445
  • NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Ochs, E., Gonzales, P., & Jacoby, S. (1996). ‘When I come down I'm in the domain state’: Grammar and graphic representation in the interpretive activity of physicists. In E. Ochs, E. Schegloff, & S. Thompson (Eds.), Interaction and grammar (pp. 328–369). Cambridge: Cambridge University Press.
  • Reinfeld, E. L., & Hartman, M. A. (2008). Kinesthetic life cycle of stars. Astronomy Education Review, 7(2), 158–175. doi: 10.3847/AER2008036
  • Resnick, M., & Wilensky, U. (1998). Diving into complexity: Developing probabilistic decentralized thinking through role-playing activities. Journal of the Learning Sciences, 7(2), 153–172. doi: 10.1207/s15327809jls0702_1
  • Richards, T. (2010). Using kinesthetic activities to teach Ptolemaic and Copernican retrograde motion. Science and Education, 21(6), 899–910. doi: 10.1007/s11191-010-9265-8
  • Ross, P. M., Tronson, D. A., & Ritchie, R. J. (2008). Increasing conceptual understanding of glycolysis and the Krebs cycle using role play. The American Biology Teacher, 70(3), 163–168. doi: 10.1662/0002-7685(2008)70[163:ICUOGT]2.0.CO;2
  • Salmon, W. C. (1998). Causality and explanation. New York, NY: Oxford University Press.
  • Schegloff, E. (1997). Whose text? Whose context? Discourse Society, 8(2), 165–187. doi: 10.1177/0957926597008002002
  • Scherr, R. E., Close, H. G., Close, E. W., Flood, V. J., McKagan, S. B., Robertson, A. D., & Vokos, S. (2013). Negotiating energy dynamics through embodied action in a materially structured environment. Physical Review Special Topics: Physics Education Research, 9(020105), 1–18.
  • Scherr, R. E., Close, H. G., Close, E. W., & Vokos, S. (2012). Representing energy. II. Energy tracking representations. Physical Review Special Topics: Physics Education Research, 8(020115), 1–11.
  • Scherr, R. E., Close, H. G., McKagan, S. B., & Vokos, S. (2012). Representing energy. I. Representing a substance ontology for energy. Physical Review Special Topics: Physics Education Research, 8(020114), 1–11.
  • Scherr, R. E., & Robertson, A. D. (2014). The productivity of ‘collisions generate heat’ for making sense of energy transformations in adiabatic compression: A case study. Physical Review – Special Topics: Physics Education Research, 11(010111), 1–16. Retrieved from http://dx.doi.org/10.1103/PhysRevSTPER.11.010111
  • Serway, R. A., & Jewett, J. W. (2007). Physics for scientists and engineers with modern physics (7th ed.). Belmont, CA: Thomson Higher Education.
  • Sfard, A. (1994). Reification as the birth of metaphor. For the Learning of Mathematics, 14(1), 44–55.
  • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi: 10.3102/0013189X027002004
  • Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565–613. doi: 10.1080/10508400701525253
  • Sherin, B. L. (2001). A comparison of programming languages and algebraic notation as expressive languages for physics. International journal of Computers for Mathematics Learning, 6(1), 1–61. doi: 10.1023/A:1011434026437
  • Singh, V. (2010). The electron runaround: Understanding electric circuit basics through a classroom activity. The Physics Teacher, 48(5), 309–311. doi: 10.1119/1.3393061
  • Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), 261–289. doi: 10.1207/s1532690xci2402_3
  • Stevens, R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper supported activities across settings. Journal of the Learning Sciences, 9(4), 373–401. doi: 10.1207/S15327809JLS0904_1
  • Stevens, R. (2012). The missing bodies of mathematical thinking and learning have been found. Journal of the Learning Sciences, 21(2), 337–346. doi: 10.1080/10508406.2011.614326
  • Swackhamer, G. (2005). Cognitive resources for understanding energy. Retrieved from http://modeling.la.asu.edu/modeling/CognitiveResources-Energy.pdf
  • Touval, A., & Westreich, G. (2003). Teaching sums of angle measures: A kinesthetic approach. The Mathematics Teacher, 96(4), 230–237.
  • Vygotsky, L. S. (1986). The development of scientific concepts in childhood: The design of a working hypothesis. In A. Kozulin (Ed.), Thought and language (pp. 146–209). Cambridge, MA: MIT Press.
  • Warren, J. (1982). The nature of energy. European Journal of Science Education, 4, 295–297. doi: 10.1080/0140528820040308
  • Warren, J. (1986). At what stage should energy be taught? Physics Education, 21, 154–156. doi: 10.1088/0031-9120/21/3/307
  • Weiman, C. E., Adams, W. K., & Perkins, K. K. (2008). PHYSICS: PhET: Simulations that enhance learning. Science, 322(5902), 682–683. doi: 10.1126/science.1161948
  • Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178–192). New York, NY: Cambridge University Press.
  • Wyn, M. A., & Stegnik, S. J. (2000). Role playing mitosis. The American Biology Teacher, 62(5), 378–381. doi: 10.1662/0002-7685(2000)062[0378:RPM]2.0.CO;2
  • Zimmerman, V. (2002). Moving poems: Kinesthetic learning in the literature classroom. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2(3), 409–412.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.