Metaphor and Instruction [electronic resource] / Steven D. Tripp.
This review of the role of the metaphor in instruction begins with a brief description of historical thinking on the subject. Modern views of the metaphor as a psychological mechanism rather than just a figure of speech are then presented, with emphasis on reasons why metaphors should be helpful in...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 100 | 1 | |a Tripp, Steven D. | |
| 245 | 1 | 0 | |a Metaphor and Instruction |h [electronic resource] / |c Steven D. Tripp. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED323953. | ||
| 500 | |a ERIC Note: In: Proceedings of Selected Paper Presentations at the Convention of the Association for Educational Communications and Technology; see IR 014 535. |5 ericd. | ||
| 520 | |a This review of the role of the metaphor in instruction begins with a brief description of historical thinking on the subject. Modern views of the metaphor as a psychological mechanism rather than just a figure of speech are then presented, with emphasis on reasons why metaphors should be helpful in education. It is noted that the hypothesis that metaphor allows a transfer of meaning from something well-known to something less well-known is supported by contemporary theorists, who further suggest that the transfer of structures from one domain to another may involve the creation of new cognitive structures. Brief discussions of the substitution theory view and the interaction view include the limited role ascribed to metaphor in education by both substitutionists and interactionists. The attitudes of scientists toward metaphor are then described, and it is noted that investigators during the 1960s began to recognize the apparent importance of non-literal imagery to the explanatory aspects of scientific theory. Psychological studies of metaphor comprehension in the context of child development and processing by mature subjects are reviewed, as well as research on the time needed to process metaphor under various conditions and the memorability of metaphorical language. Instructional uses of metaphor are also discussed in the context of the communication process. The paper concludes with a discussion of the possibility of theoretical integration of metaphors into instructional design theory, Reigeluth's elaboration theory, and Keller's motivational theory. (67 references) (BBM) | ||
| 650 | 1 | 7 | |a Communication (Thought Transfer) |2 ericd. |
| 650 | 0 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Design. |2 ericd. |
| 650 | 1 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 1 | 7 | |a Metaphors. |2 ericd. |
| 650 | 0 | 7 | |a Opinions. |2 ericd. |
| 650 | 1 | 7 | |a Psychological Studies. |2 ericd. |
| 650 | 0 | 7 | |a Researchers. |2 ericd. |
| 650 | 0 | 7 | |a Scientific Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Student Motivation. |2 ericd. |
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