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A Cultural-Historical Study of Children Learning ScienceLearning to ‘Read’ and Produce Graphical Representations in Science

A Cultural-Historical Study of Children Learning Science: Learning to ‘Read’ and Produce... [In this chapter figurative (metaphorical and similar) speech is discussed in the context of the distinction between “as is” and “as if” statements. Representational practices and modeling phenomena are all examples of semiotic mediation. Since learning is understood as the appropriation of cultural tools that come to mediate the learner’s engagement with the world, how teachers introduce children to, and support them in appropriating such tools, is the focus of attention of this chapter. It is argued that what others have experienced can be made into cultural tools. That is, these cultural tools are represented as artefacts, such as speech, writing, images, drawings, pictures and recordings. Throughout history, human experience and knowing have collectively accumulated in the form of cultural tools and artefacts. Empirical data on the topic of teaching about the human body taken from a preschool is presented in order to examine how teachers allow or even encourage children to ‘take’ or use representation tools (e.g. drawing) and metaphorical speech during conceptual play.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Cultural-Historical Study of Children Learning ScienceLearning to ‘Read’ and Produce Graphical Representations in Science

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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2015
ISBN
978-94-017-9369-8
Pages
149 –178
DOI
10.1007/978-94-017-9370-4_10
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter figurative (metaphorical and similar) speech is discussed in the context of the distinction between “as is” and “as if” statements. Representational practices and modeling phenomena are all examples of semiotic mediation. Since learning is understood as the appropriation of cultural tools that come to mediate the learner’s engagement with the world, how teachers introduce children to, and support them in appropriating such tools, is the focus of attention of this chapter. It is argued that what others have experienced can be made into cultural tools. That is, these cultural tools are represented as artefacts, such as speech, writing, images, drawings, pictures and recordings. Throughout history, human experience and knowing have collectively accumulated in the form of cultural tools and artefacts. Empirical data on the topic of teaching about the human body taken from a preschool is presented in order to examine how teachers allow or even encourage children to ‘take’ or use representation tools (e.g. drawing) and metaphorical speech during conceptual play.]

Published: Aug 14, 2014

Keywords: Human body; Drawing; Metaphorical speech; Representations

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