Metaphors in Expert Language

This is an ongoing project. The underlying idea is based on the assumption that any knowledge that we cannot perceive must be understood metaphorically (e.g. Niebert et al., 2012). Currently, we work on a systematic review of work on metaphorical mappings in chemistry education. We presented this review at the EARLI SIG 03 as well as on the first international conference on embodied education in 2024. Second, we analyse teacher speech and gestures to get a better understanding what metaphorical mappings students need to learn.

This page will be updated as the project progresses.

This project is funded by the Collegium Helveticum of ETH Zurich.

People involved: Prof. Dr. Martina Rau (supervision), Daria Ulanova (research assistant).

Niebert, K., Marsch, S., & Treagust, D. F. (2012). Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science. Science Education, 96(5), 849-877.