Metaphorically thinking

In our introductory chapter we proposed that metaphor and analogy pervades science education discourses and is central to the development of Western science. While the contributors to this volume also accepted this assumption, they expressed a broad range of views on the applications of these ways of thinking in science education, science teacher education and research. This concluding chapter canvasses ongoing discussions in science education communities about the future role for, and applications of metaphors and analogies. In so doing, we hope that readers will become more aware of their metaphorical thinking so that they can act in ways that enhance their students’ learning. As Shon (1963) argued: “What we are inattentive to, we cannot deliberately change. The convertness of metaphor protects it from change” (p. 103). Rather than develop a unified position and argue one thesis in a co-authored book, we see strength in the plurality of ideas about metaphor that have been teased out by the contributors. The chapters in this book were arranged in groups of related issues or themes. For convenience these same themes are used to organise our review of possible trends and questions for further research and application.