Abstract
Metaphors are assumed to be a means of accessing implicit aspects of cognition. Metaphors, therefore, have been increasingly used in educational science as an innovative tool to examine a broad range of constructs. However, there are both empirical findings and theoretical considerations suggesting that metaphors are also by experiences that are salient just in the moment of production of the metaphor. Therefore, we examined in a sample of N = 95 students and professionals whether the metaphors of learning and the underlying conceptualization of learning that influence whether students adopt a deep or a surface approach in learning remained stable across 3 weeks. Results showed that although the sources on which the metaphors drew were subject to change, the underlying conceptualization of learning remained stable. However, there were no differences in the stability of metaphors in both groups. It be can concluded, therefore, that metaphors can be used as an indicator for underlying constructs such as the understanding of learning.
Highlights
As researchers in educational science, we are more than familiar with phrases like “learning is a process of knowledge construction” or “information needs to be connected”
We use metaphors to describe scientific concepts in the area of teaching and learning. What does it mean if individuals like teachers or students use certain metaphors? Research has shown that significant amounts of teachers’ and students’ beliefs and thoughts about teaching or learning are implicit and difficult to express (Pajares, 1992)
Half of the individuals were studying in higher education (n 47), the other half was already working as professionals (n 48)
Summary
As researchers in educational science, we are more than familiar with phrases like “learning is a process of knowledge construction” or “information needs to be connected”. These phrases are so familiar to us that we sometimes forget that they are metaphors and not actual descriptions of learning processes – a phenomenon that should not be surprising because metaphors are an important part of human cognition. We use metaphors to describe scientific concepts in the area of teaching and learning. What does it mean if individuals like teachers or students use certain metaphors? Metaphors might be helpful for teachers or students themselves, because they can guide their reflection to unveil their implicit thoughts, and make them better teachers or learners (Korthagen and Vasalos, 2005)
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