%0 Journal Article
%T A learner¡¯s tactic: How secondary students¡¯ anthropomorphic language may support learning of abstract Science concepts
%A Kirk Dorion
%J Electronic Journal for Research in Science & Mathematics Education
%D 2011
%X For much of the past century, the predominant view within Science Education has been that students¡¯ anthropomorphic explanations hinder their learning of science concepts. This view has been supported in part by evidence of the tendency for young students to use anthropomorphisms, and a perception that this tendency declines with age. This article draws upon recent research with adults and young students to suggest that it is not age but the degree of one¡¯s knowledge that indicates the tendency to use teleological anthropomorphisms, and that these analogies may be a first response of the learning mind when confronted by a lack of understanding, or inability to recall previous knowledge about a problem. This article then reports on evidence from a multiple case investigation into anthropomorphic utterances made by 11-15 year old students in Chemistry, which took place in eight classes in seven schools in the UK. The data comes from a wider study of an innovative pedagogy to teach particle theory. Anthropomorphic utterances were explored via ethnographic analysis of seventy-two interviews taken at pre, post, and delayed stages. Findings suggested that interviewees used anthropomorphisms across a range of tactics, including self-reflexive, metacognitive approaches by which some students would ¡®talk around¡¯ unknown concept features. The study supported a hypothesis of Taber and Watts (1996) that anthropomorphisms reduce as understanding of a Science topic improves, and suggested a potential for the assessment and teaching of anthropomorphic analogies in secondary Science
%U https://ejse.southwestern.edu/article/view/8552