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Using metaphor to clarify pedagogical understanding and to anchor teacher beliefs and knowledge to meaningful contextualized mental maps can have powerful consequences in schools. Frequent changes in school staff and clientele present schools with the challenge of how to share culturally specific messages quickly and effectively to those new to the...
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... This finding was congruent with Ingebretsen and Sagbakken's (2016) study where many nurses used different metaphors to illustrate their emotional challenges and experiences with the dying. The use of metaphors could also provide cognitive connections in understanding experiences, comprehending practices, contextualising beliefs in healthcare settings (Demjén & Semino, 2016) as well as facilitating pedagogical understating in teaching and learning (Abawi, 2013;Mahlios et al., 2010). ...
Aims:
To demonstrate how metaphor method can be employed in health care research, through a rainbow metaphor to conceptualise lived experiences, and represent a sense of verisimilitude, in a phenomenological study of international nurses' experiences of organ procurement procedures.
Background:
International operating room nurses are likely to form unique attitudes toward multi-organ procurement. Phenomenology is used to focus on discovering human experiences and the meanings of certain phenomena. Phenomenological writing can mediate people's reflections and actions, measure people's thoughtfulness and help people to see and show lived experiences from their lifeworlds.
Design:
Metaphor was used to interpret meanings of international operating room nurses' experiences in organ procurement surgery. The meanings were identified through a phenomenological approach informed by the work of van Manen.
Methods:
A metaphor method was used to interpret and understand the lived experiences of eighteen international OR nurses recruited from nine different countries. Thematic data analysis was used to portray their lived experiences in organ procurement procedure.
Results:
Using a rainbow as metaphor, a vivid picture was portrayed reflecting international OR nurses' experiences and organ procurement journey in Australia as challenging, with mixed feelings. According to the relationship between certain colours and emotions, four essential themes evolved into the concept of a four-colour rainbow to signify the meanings of international OR nurses' experiences in organ procurement procedures. The essential themes represented by these four colours were: Orange - "The surreality of experiencing death", Red - "Personal and professional challenges", Green - "Becoming stronger", and Purple - "My beliefs, my wishes".
Conclusion:
Interpreting the meanings of their organ procurement experiences using metaphor method provided valuable insights about what personal and professional challenges these nurses faced, how they coped and managed their challenges, what support and care they required from others, and suggestions for future practice.
Relevance to clinical practice:
Operating room nurses in practice needed a range of workplace supports and the rainbow metaphor provides a suitable approach for reflection and understanding of their experiences in organ procurement, with a focus on international, newly-graduated and less experienced nurses. Practice improvement is a likely outcome when nurses have a better understanding of their experiences and the experiences of others in their team and this will assist in identifying their knowledge and professional support needs. The method demonstrates how metaphor can be applied to understand clinical nursing situations.
... Dolayısıyla bu öğrencilerin, adı geçen kavramlar için kullandığı metaforlar, onların düşüncelerini ve hislerini yansıtması yönünden dikkate değer bulunmuştur. Abawi (2013), okullardaki metaforik kavramların kullanımı ve metaforun okul çapındaki uygulamaların anlaşılmasında kolektif anlayışları kolaylaştıracak bilişsel bağlantıların nasıl oluştuğunu araştırmıştır. Ona göre iyi araştırılmış zengin bir metafor, bir okul topluluğunun öğrenci başarısı için önemli olduğuna inandığı şeyin özünü yakalayabilir. ...
The perceptions of the gifted students about the different environments
in which they are educated are important for creating the right learning
environments for them. Thus, the aim of this study is to map the perceptions of
gifted students about school and SAC through metaphors. Phenomenological model,
among qualitative research models, was used in the study. This research was
carried out with 63 students who were determined as gifted and registered in
the Science and Art Center in Siirt province during the spring semester of 2017-2018
academic year. In order to elicit students’ perceptions about concepts of “School” and
“SAC”, a form with the statements “School is like………., because……….” and “ SAC
is like………., because……….” was distributed to the students. Content analysis was
used to analyze the data. Gifted students
produced 30 different metaphors related to the concept of “school” and 31
different metaphors related to “SAC” concept.
... In other words, people use metaphors to simplify and explain their experiences (Farrel, 2006). Lakoff and Johnston quoted the role of metaphors on our thinking and behaving: "We define our reality in terms of metaphors and then proceed to act on the basis of the metaphors" (as cited in, Abawi, 2013). In addition, there is a scientific piece of evidence that students see mathematics as "hard and boring subject" and they see their math teachers as an "intelligent person" (Ada, 2015). ...
Metaforlar ile bir zihinsel şema başka bir zihinsel şema altında açıklanmasına olanak sağlayan güçlü zihinsel yapılardır. Metaforlar yardımı ile bir kişinin herhangi bir konu hakkındaki görüş ve düşünceleri anlaşılabilir. Bu çalışmada, matematik öğretmenlerinin meslek hayatları boyunca (n= 115), üstün zekâlılar hakkında edindikleri tecrübeler, üstün zekalılar denilince zihinlerinde beliren imgeler ve üstün zekâlılar hakkındaki görüşleri metaforlar yardımı ile incelenmiştir. Oluşturulan bu metaforlar 10 tema altında toplanmıştır ve bu temalar: Hassas Bir Eğitim”, “Farklı”, “Parlak Öğrenci” , “Yüksek Zihinsel Kapasite”, “Değerli”, “Anlaşılmayan Birey”, “Faydalı”, “Gelişen”, “Zararlı Olabilir” ve “Enderlik” şeklindedir. Araştırmanın sonucunda çalışmaya katılan öğretmenlerin üstün zekâlıların onların eğitsel ihtiyaçlarının farkında olduğu söylenebilir. Buna karşın çalışma grubu içerisindeki küçük bir grubun üstün zekâlıları, üstün zekâlı olmayan fakat başarılı olan “parlak” öğrencilerle karşılaştırdıkları söylenebilir.
... Las metáforas siempre han constituido un potente instrumento del lenguaje para expresar y acceder al pensamiento de manera menos compleja. En realidad, las metáforas nos ayudan a expresar sentimientos, emociones, ideas y conceptos con facilidad, porque nos permiten, recurriendo al lenguaje cotidiano, expresar nuestras ideas más profundas (Abawi, 2013). Como plantean Tannehill y MacPhail (2014, p. 151): "Cuando ves u oyes una palabra utilizada para describir o sustituir la palabra real, estaríamos hablando de una metáfora". ...
RESUMEN En este artículo analizamos las concepciones que docentes principiantes de un programa de inducción tienen sobre la escuela. Hemos trabajado con 269 comentarios realizados en un foro donde han respondido a la afirmación: “Una escuela es como…”. Las metáforas obtenidas tras la codificación las hemos analizado localizando la imagen de escuela que proyectan a partir de la propuesta de Miles y Ekholms. Los resultados obtenidos indican que la concepción de escuela predominante se relaciona con su caracterización con una imagen racional, centrada en resultados. La mayoría percibe su lugar de trabajo como una organización encaminada hacia la consecución de metas específicas preestablecidas. Son escasas las referencias a la imagen política como espacio caracterizado por el enfrentamiento y el poder.
... Knowing that the use of imagery, stories and metaphors are powerful learning tools (Abawi, 2013), and armed with the (perhaps clichéd) mantra that 'a picture tells a thousand words' I began by replacing much of the text on my lecture notes with images (for example, compare Figure 1 with Figure 2). Whilst this worked during the lecture, it did not help students when the time came to revise the content for the end of year examinations: their success was heavily reliant on their ability to take effective notes during the lectures. ...
... Furthermore, when students meet the phrase 'autocrine stimulation' again, they will more likely be able to recall the meaning of this phrase quickly by reference to their bank of contextualised metaphors. By linking metaphor to understanding, it creates cognitive connections by forming a cognitive 'place' where new and old understandings converge, thereby helping embed student learning (Abawi, 2013). ...
The learning process involves contextualizing new knowledge with prior experiences and beliefs. In the scientific discipline, the focus of learning is geared towards learning how to do science, but there are significant barriers to learning, including jargonized terminology and excessive use of acronyms. Scientific discoveries are made by experimentation, but science as a discipline progresses through a series of ongoing conversations. Blogging provides a platform that widens access to these conversations by communicating science in a style of writing that sits somewhere in between the formal and informal. Regenring scientific writing as a blog can enhance student learning by breaking down the barriers to learning posed by 'intellectually inaccessible' information. Here, I describe an experimental approach to teaching cancer biology by regenring a classic review article in the field as a series of blog pieces, using everyday metaphors and analogies to describe the characteristics and behaviour of cancer cells. Other aspects of discipline, identity, 'voice' and communities of practice are also considered. Until such time as blogging is recognized as a valid academic output, however, it will remain firmly somewhere in between.
... Due to this property, metaphors connect phenomena to a series of concepts having different meanings, and thus they re-conceptualise those concepts. The differentiated concepts change into mental images in individuals' minds (Abawi, 2013;Punter, 2007;Wormeli, 2009). These mental images shape our daily life and our relations with other people (Balcı, 1999). ...
... Metaphors employ concrete and short expressions in describing abstract or complex relations (Abawi, 2013;Savolainen & Kari, 2004). Therefore, it is also important that they be used for educational purposes (Gropengiesser, 2008). ...
... Metaphors were first developed in research conducted by Lakoff and Johnson (1980). Efforts were made to put forward metaphors as mental images in research performed in Turkey and in the world (Abawi, 2013 ...
Concepts change into mental images through individuals' experiences. Therefore, mental images can differ from culture to culture. This study aims to analyse students' mental images of cigarette through metaphors. This research uses phenomenology, one of qualitative research designs. The study group was composed of 986 secondary school, high school and university students chosen in purposeful sampling method. The participants were asked to complete the statement "a cigarette is like..... because ......" in order that their mental images might be revealed. The data were analyzed through content analysis. In consequence, 886 metaphors, 110 of which were different, were obtained. The metaphors were found to be grouped into 3 different categories.
... Metaphor makes things exciting and understandable and, as such, has been applied to education since time immemorial (Low, 2008: 212). The use of metaphors brings understandings to life in varied contexts and it can help us understand the creation of meaning in schools as well (Abawi, 2013). According to Günbayı (2011), schools are social organizations in which the members are tied together in interpersonal relations in a complicated way. ...
... Las metáforas siempre han constituido un potente instrumento del lenguaje para expresar y acceder al pensamiento. Las metáforas nos ayudan a expresar sentimientos, emociones, ideas y conceptos con facilidad, porque nos permiten recurrir al lenguaje cotidiano para expresar nuestras ideas profundas (Abawi, 2013) . Como plantean Tannehill, D., & MacPhail (2014) "cuando ves u oyes una palabra utilizada para describir o sustituir la palabra real, estaríamos hablando de una metáfora" (p.151). ...
En esta comunicación presentamos el programa de inducción a la docencia de profesores principiantes de la República Dominicana desarrollado durante el pasado año hasta la actualidad. En concreto, tras describir el programa, así como los protagonistas (mentores y principiantes) analizamos las metáforas que los docentes iniciantes comentaron en el foro dedicado para ello en la plataforma. Las metáforas sobre “la escuela es como” las hemos analizado siguiendo el sistema de categorías de Lakoff y Johnson (1986), quienes destacaron la necesidad de diferencias entre metáforas: estructurales, orientacionales y ontológicas.
With doctoral attrition rates at 50%, there is a need to better support and facilitate doctoral student success. Although multiple solutions are needed, addressing students' experience in the classroom is a vital component. This chapter argues that one method to do so is through the power of metaphors as an engaged pedagogical tool. The first part offers the theory and research on metaphors, teaching, and adult learning. Requiring competence and creativity from the teacher, metaphors can help facilitate effective learning because they are comprehensive ways of orientating a student's conceptual understanding around a topic. As the foundation of their research, all doctoral students complete a literature review. And the second part of the chapter presents a pedagogical illustration about how to teach argumentation, analysis, and synthesis in the literature review via an extended engaged metaphor around film popularity. This final section brings the theoretical rhetoric around metaphor and doctoral learning into tangible reality.
This chapter explores the journey of one Australian primary school that participated in an internationally renowned school revitalization project, where the nature and quality of leadership and results of change are able to achieve and sustain pedagogical reform and improve and enhance student achievement. It illuminates the nature of school change and examines its impact on pedagogy and learning. Through mapping a school's journey and a focus on research, changes in practices such as use of frameworks and protocols, teacher professional learning, and the compilation and use of assessment data are explored, as are the vital roles of both teachers and students in achieving change. The inclusion of students in the process, combined with leadership in school-wide pedagogy, is shown to have contributed to building students' capacity for learning besides that of teachers to implement a school-wide approach to pedagogy.
