Metaphorical Models in Chemistry

Others have said that metaphors are pervasive in, and indispensable to, scientific practice. If one accepts this claim, it is important to ask what the consequences might be of failing to recognize that a given scientific assertion, or scientific model, is metaphorical rather than literal. Following...

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Bibliographic Details
Published in:Journal of chemical education 1995-07, Vol.72 (7), p.578
Main Authors: Bhushan, Nalini, Rosenfeld, Stuart
Format: Article
Language:English
Subjects:
Chemistry
Communication (Thought Transfer)
Computer Use
Educational Research
Elementary Secondary Education
Figurative Language
Higher Education
Interpretive Skills
Language Usage
Learning
Mechanics (Physics)
Metaphor
Metaphors
Misconceptions
Molecular Structure
Organic chemistry
Philosophy
Philosophy of Science
Science Instruction
Student Research
Teachers
Teaching
Teaching Methods
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Summary:Others have said that metaphors are pervasive in, and indispensable to, scientific practice. If one accepts this claim, it is important to ask what the consequences might be of failing to recognize that a given scientific assertion, or scientific model, is metaphorical rather than literal. Following a discussion of the relationship between metaphors and models, we pursue this point in the discipline of chemistry and ask what happens when students of chemistry fail to recognize the metaphorical status of certain models and interpret them literally. How does this affect their conception of chemical phenomena? We examine three cases to show where conceptions might differ and why it is imperative that we care about how these differences are generated. We conclude with general implications for teaching.
ISSN:0021-9584
1938-1328
DOI:10.1021/ed072p578