期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2010
卷号：22
期号：1
页码：71-79
出版社：International Society for Exploring Teaching and Learning
摘要：Metaphors are pervasive and accessible thinking and learning machines that have the ability to disrupt and transform our patterns of thought. While much has been written about metaphor as a pedagogical tool, the potential learning opportunity that arises when students co-create metaphor within the classroom as a way to make sense and meaning of the curriculum and co-discover knowledge is not discussed. Through the example of six graduate students co-creating a metaphor of capacity-development-as-fire, this critical reflective paper describes an emergent learner-driven process involved in utilizing metaphor as a learning activity to promote deeper and long-lasting student learning and knowledge acquisition
