Textbook Metaphors

This project examines how metaphors shape teaching and learning in geoscience. Using Conceptual Metaphor Theory and the MIPVU method, we analyze geoscience textbooks and social media to identify and map metaphor use — direct, indirect, and implied. We then evaluate how these metaphors affect understanding and develop clearer alternatives to improve science communication.

This project explores how metaphors shape scientific thinking and learning, particularly in geoscience education. By adapting the Metaphor Identification Procedure (MIPVU) into a simpler four-phase process, researchers are identifying common conceptual metaphors in introductory textbooks and examining how they influence student understanding. The goal is to help educators recognize the power-and pitfalls-of metaphor use, improving teaching strategies and learning outcomes in science.

This project explores how metaphors in introductory geology textbooks influence student understanding. By examining both scientific and teaching metaphors—such as describing the mantle as “flowing taffy”—researchers aim to identify which ones clarify or confuse key concepts. The study will analyze common metaphor use, uncover links to student misconceptions, and develop strategies to improve science learning through clearer, more effective language.