Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example

Abstract

Many geoscience phenomena cannot be perceived at human temporal or spatial scales. As a consequence, we can only understand many processes that drive geological phenomena through analogical reasoning. Building deep conceptual understanding requires instruction that activates the appropriate source analogs and allows students to build useful conceptual metaphors. In this paper we illustrate, using plate tectonics as an example, how educational guidelines for teaching geosciences can be developed by linking the Model of Educational Reconstruction with Conceptual Metaphor Theory. Qualitative content analysis in combination with systematic metaphor analysis of scientific textbooks and semi-structured interviews conducted with students (n = 36) provided insight into the image schemas used by scientists and learners. Difficulties in understanding plate tectonics structures and processes, e.g. subduction, arise because many students understand tectonic plates as single bodies, rather than composites. Similarly, students’ difficulties explaining plate movement result from activation of a push rather than a pull schema. Through exploring schemas for plate tectonics, we illustrate the value of combining Conceptual Metaphor Theory and the Model of Educational Reconstruction for (1) understanding alternative conceptions as grounded in image schemas and (2) developing educational guidelines for improving instruction.