JBBS> Vol.2 No.3, August 2012

Reflective Teaching-Learning Process of Integrating Metaphorical Thinking and Visual Imagery

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ABSTRACT

Reflective teaching-learning methodology is a self evaluation technique adopted by teachers to promote motivation within one’s own self in order to make teaching-learning process more interesting and effective task. “If the teacher integrates mind tools such as metaphorical thinking and visual imagery in his/her reflective teaching methodology, the teaching-learning process becomes more challenging, the teacher will develop radiant or divergent thinking as the result teaching-learning process becomes learner centered. The work shop targets teachers or teacher trainees to get acquainted with the technique of practicing metaphorical thinking and visual imagery in reflective teaching methodology. Metaphorical thinking [1] is a natural phenomenon of the human brain to find similarity between two different universes of meaning. Visual imagery is another natural phenomenon in which human brain associates text material with structures in one’s own mind’s eye. Integrating these two mind tools consciously in reflective teaching-learning process transforms the teachers as well as teacher trainees to highly self motivated individuals.

Cite this paper

C. Navaneedhan, "Reflective Teaching-Learning Process of Integrating Metaphorical Thinking and Visual Imagery," Journal of Behavioral and Brain Science, Vol. 2 No. 3, 2012, pp. 407-410. doi: 10.4236/jbbs.2012.23047.

References

[1] A. Costa, “Developing Minds: A Resource Book for Teaching Thinking,” VA: Association for Supervision and Curriculum Development, Alexandria, 1985.
[2] D. Treffinger, and S. Isaksen, “Teaching for Creative Learning and Problem Solving,” In: A. Costa, Ed., Developing Minds: A Resource Book for Teaching Thinking. VA: Association for Supervision and Curriculum Development, Alexandria, 1986.
[3] S. Benjamin, “Taxonomy of Educational Objectives,” Allyn and Bacon, Boston, 1956.
[4] D. F. Marks, “Consciousness, Mental Imagery and Action,” British Journal of Psychology, Vol. 90, No. 4, 1999, pp. 567-585. doi:10.1348/000712699161639
[5] D. Schon, “The Reflective Practitioner: How Professionals Think in Action,” Basic Books, New York, 1983.
[6] T. B. Carlson, “Using Metaphors to Enhance Reflectiveness among Preservice Teachers,” The Journal of Physical Education, Recreation & Dance, Vol. 7. 2001.

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