METAPHORICAL UNDERSTANDINGS AND SCIENTIFIC IDEAS

What kinds of similarities and differences must relate terms and analo gues for a metaphor to be effective? In this paper we propose an answe r, one which involves the basic ontology of terms and analogues. In a questionnaire study, metaphors from different areas of science were pr esented to 71 secondary school students and to 26 primary school teach ers asking for a decision and a written response about whether it is a 'good' metaphor or not. Then, for each term and analogue, there is a list of questions intended to tap perceptions of six fundamental dimen sions. The results show some degree of agreement between the two group s on judgements of metaphors. They also show that it is possible to gi ve a general account of how metaphors for scientific ideas work, indep endent of the particular features of the metaphor. A discussion of how people's specific knowledge is important in influencing how they assi milate a metaphor to their understanding is also presented.