Transformation through Language Use: Children’s Spontaneous Metaphors in Elementary School Science-Reference-Cited by-同舟云学术

Transformation through Language Use: Children’s Spontaneous Metaphors in Elementary School Science

Published:2006-06-14 Issue:3-5 Volume:16 Page:267-289
ISSN:0926-7220
Container-title:Science & Education
language:en
Short-container-title:Sci Educ

Author:

Jakobson Britt,Wickman Per-Olof

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11191-006-9018-x.pdf

Reference42 articles.

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2. Bloom J.W. (1992a). The Development of Scientific Knowledge in Elementary School Children: A Context of Meaning Perspective. Science Education 76(4):339–413

3. Bloom J.W. (1992b). Contexts of Meaning and Conceptual Integration: How Children Understand and Learn. In: Duschl R.A., Hamilton R.J. (eds) Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. State University of New York Press, Albany, pp. 177–194

4. Brickhouse N.W., Lowery P., Schultz K. (2000). What Kind of a Girl does Science? The Construction of School Science Identities. Journal of Research in Science Teaching 37(5):441–458

5. Brown D., Clement J. (1989). Overcoming Misconceptions via Analogical Reasoning: Abstract Transfer versus Explanatory Model Construction. Instructional Science 18(4):237–261

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