Open AccessBruk av metaforer om kjemiske bindinger i kreativ skriving
Author(s) -
Anne Marie Holt,
Anne Bergliot Øyehaug
Publication year - 2017
Publication title -
nordina
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 3
eISSN - 1894-1257
pISSN - 1504-4556
DOI - 10.5617/nordina.2855
Subject(s) - meaning (existential) , embodied cognition , conceptual metaphor , context (archaeology) , event (particle physics) , psychology , conceptual change , object (grammar) , concept learning , mathematics education , cognition , computer science , artificial intelligence , paleontology , physics , quantum mechanics , neuroscience , psychotherapist , biology
The basis for this study is to use students' creative texts in science as a mean to gain insight into their conceptual ideas. Eight grade students' creative writing tasks (n = 26) were analyzed with respect to the conceptual metaphors that were used to describe the abstract concept chemical bonding. The conceptual metaphors were identified and sorted into two main categories; location event-structure conceptual metaphors and object event-structure conceptual metaphors. Results show that most metaphors can be categorized as location event-structure conceptual metaphors. Embodied concepts and everyday language rooted in senso-motoric experiences from students’ daily life as well as from former science education seem to play a central role when they attempt to make meaning of the abstract concept ‘chemical bonding’ within a creative writing context. Creative writing tasks in science may have an unutilized potential for both uncovering and developing understanding of abstract phenomena on sub-microscopic level, such as chemical bonding.