{"id":1832,"date":"2017-03-14T21:28:31","date_gmt":"2017-03-15T04:28:31","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=1832"},"modified":"2017-03-14T21:28:31","modified_gmt":"2017-03-15T04:28:31","slug":"this-week-was-a-full-embodied-workout","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/03\/14\/this-week-was-a-full-embodied-workout\/","title":{"rendered":"This Week was a Full-Embodied Workout!"},"content":{"rendered":"<p style=\"text-align: center\">If the Wicked Witch of the West co-authored this week\u2019s reading, it may have been subtitled,<\/p>\n<p style=\"text-align: center\">\u201cU\u2019m- Welting!\u201d<\/p>\n<p>I always know when I am enjoying a week more than others, based on the amount of effort I put into the reading and note taking.\u00a0 And without any sarcastic undertones, I can honestly say that this week was a huge time suck. Perhaps it is the \u201cscience-geek\u201d in me that really favors learning about theories that are neurologically situated (I\u2019m not a neurologist, and I don\u2019t even play one on TV, but neurological research unquestionably fascinates me). Perhaps it is that I am a self-proclaimed Queen of Analogies.\u00a0 All I know is that this week really blew my hair back!\u00a0 Floated my boat! I really picked up what the authors were laying down!\u00a0 Hopefully, you are reading my mail, here. \u00a0(OK\u2026 I think I\u2019m done now.)<\/p>\n<p>If you did not read, \u201cUnderstanding Needs Embodiment: A Theory-Guided Reanalysis of the Role of Metaphors and Analogies in Understanding Science\u201d (Neibert, Marsch, &amp; Treagust, 2012), I highly recommend that you save the PDF for recreational reading at a later time.\u00a0 Although you may not profess to be the King, Queen, and\/or Joker of Analogies in your classroom, there is no possible way that one can avoid using analogies\/metaphors (and yes, there is a difference) within one\u2019s day-to-day speech.\u00a0 The authors provide a simple example such as \u201cI <em>see<\/em> your point\u201d as a metaphorical representation of understanding and vision.\u00a0 As a teacher in a school with 20% of the population being in our International Program, I am very careful to explain some of our \u201cweird\u201d Canadian sayings&#8212; just this week I was explaining the analogy \u201cSix of one and half dozen of the other.\u201d<\/p>\n<p>So what makes a great analogy\/metaphor (a\/m) versus an ineffective analogy\/metaphor?<\/p>\n<ul>\n<li>Your a\/m should utilize everyday embodied sources that ALSO can be imaginable\u2014it is ineffective to use sources for our a\/m that a student hasn\u2019t any personal experience with and\/or can not relate to.<\/li>\n<li>The learning goal (target domain) should involve a first or second-hand direct learning experience\u2014have students actually touch things!<\/li>\n<li>Models can serve as an embodied source domain that enables reexperience and reflection opportunities surrounding abstract concepts.<\/li>\n<li>Recognize the limitations of the a\/m: they may bring to light (\u201chighlight\u201d) the key ideas yet simultaneously misinform (\u201chide\u201d) other related concepts.<\/li>\n<\/ul>\n<p>Questions to chew on:<\/p>\n<ol>\n<li>What is your favorite analogy or metaphor to use in a science or math context? How do you know that it is an effective analogy? (It\u2019s OK if you don\u2019t!)<\/li>\n<li>Have you ever had an analogy or metaphor \u201cbackfire\u201d on you?<\/li>\n<\/ol>\n<p>Looks like I\u2019m past my word count\u2026 time to make like a baby and head out!<\/p>\n<p>P.S. In case you were curious&#8230;<br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1835 size-full\" src=\"https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/03\/analogies-vs-metaphors.jpg\" alt=\"\" width=\"960\" height=\"720\" srcset=\"https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/03\/analogies-vs-metaphors.jpg 960w, https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/03\/analogies-vs-metaphors-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/03\/analogies-vs-metaphors-768x576.jpg 768w, https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/03\/analogies-vs-metaphors-620x465.jpg 620w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><\/p>\n<h6>References<\/h6>\n<h6>Niebert, K., Marsch, S., &amp; Treagust, D. F. (2012). Understanding needs embodiment: A theory\u2010guided reanalysis of the role of metaphors and analogies in understanding science. Science Education, 96(5), 849-877. http:\/\/ezproxy.library.ubc.ca\/login?url=http:\/\/dx.doi.org\/ 10.1002\/sce.21026<\/h6>\n<h6>Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114. Full-text document retrieved on January 17, 2013, from:\u00a0<a href=\"http:\/\/www.hitl.washington.edu\/people\/tfurness\/courses\/inde543\/READINGS-03\/WINN\/winnpaper2.pdf\" target=\"_blank\">http:\/\/www.hitl.washington.edu\/people\/tfurness\/courses\/inde543\/READINGS-03\/WINN\/winnpaper2.pdf<\/a><\/h6>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>If the Wicked Witch of the West co-authored this week\u2019s reading, it may have been subtitled, \u201cU\u2019m- Welting!\u201d I always know when I am enjoying a week more than others, based on the amount of effort I put into the reading and note taking.\u00a0 And without any sarcastic undertones, I can honestly say that this [&hellip;]<\/p>\n","protected":false},"author":38898,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669393],"tags":[],"class_list":["post-1832","post","type-post","status-publish","format-standard","hentry","category-c-embodied-learning"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1832","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/38898"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1832"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1832\/revisions"}],"predecessor-version":[{"id":1839,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1832\/revisions\/1839"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1832"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1832"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1832"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}