Colleagues,
As groups dedicated conversations across many boundaries of expertise, I thought this article might interest you. It can be found at https://www.researchgate.net/publication/272997521_Varying_Use_of_Conceptual _Metaphors_across_Levels_of_Expertise_in_Thermodynamics?showFulltext=true One of its authors, Tamer Amin, was a Clark Phd who worked on how students understand heat and light and natural selection. Here is the abstract: Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterizing differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem solving. A more recent line of research has focused on characterizing continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper we compare problem solving across two levels of expertise - undergraduate students of chemistry and PhD students in physical chemistry - identifying differences in how conceptual metaphors are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesized that the acquisition of expertise involves learning to coordinate the use of conceptual metaphors to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of conceptual metaphors involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed. As you all know, I have taken the greatest pleasure in teasing my "hard" science colleagues about their use of psychological terms of art such as "attraction, wanting, etc." to articulate physical concepts. I think Amin and his collaborators are going to tell us that those metaphors ain't for nuthin'. Nick Nicholas S. Thompson Emeritus Professor of Psychology and Biology Clark University http://home.earthlink.net/~nickthompson/naturaldesigns/
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