Abstract
A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of the metaphor “learning is constructing” on students’ metacognition and learning processes. Many students became increasingly metacognitive and some began to revise their learning processes. This study highlights the potential of metaphor in assisting teachers and students to develop a common language of learning in classroom settings to assist in changing conceptions of learning and increasing metacognition.
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© 1999 Springer Science+Business Media Dordrecht
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Thomas, G.P., McRobbie, C.J., English, L.D. (1999). Using Metaphors for Learning to Develop Metacognition in Chemistry Students. In: Bandiera, M., Caravita, S., Torracca, E., Vicentini, M. (eds) Research in Science Education in Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9307-6_11
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DOI: https://doi.org/10.1007/978-94-015-9307-6_11
Publisher Name: Springer, Dordrecht
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