The Early Career Framework states that teachers should learn how to make good use of expositions, by Using concrete representation of abstract ideas (e.g. making use of analogies, metaphors, examples and non-examples). Classroom Practice (Standard 4 – Plan and teach well structured lessons).
Expositions are a fundamental aspect of teaching, allowing educators to introduce and explain new concepts in a structured and engaging way. However, one of the most significant challenges in teaching is making abstract ideas accessible and understandable for pupils. Abstract concepts, by their very nature, are often difficult for pupils to grasp, as they lack a direct connection to their everyday experiences. To bridge this gap, teachers can effectively use concrete representations, such as analogies, metaphors, examples, and non-examples, to anchor these abstract ideas in familiar contexts. This blog post will explore how to use these tools effectively in expositions, drawing on academic research to demonstrate their impact on pupil understanding.
The Challenge of Abstract Concepts
Abstract concepts are those that cannot be easily observed or experienced directly. They often involve complex, theoretical ideas that require higher-order thinking skills to understand. Examples of abstract concepts include mathematical principles like infinity, scientific theories such as evolution, or philosophical ideas like justice.
For many pupils, these abstract ideas can be challenging to comprehend because they do not have a concrete, physical form. Unlike concrete concepts, which can be directly observed (such as a tree, a car, or a book), abstract concepts require pupils to form mental representations that are not directly tied to their sensory experiences. This can lead to confusion and frustration if the concepts are not taught in a way that makes them accessible.
The Power of Concrete Representations
Concrete representations are tools that help make abstract ideas more relatable and easier to understand by connecting them to something familiar. This approach is supported by cognitive learning theories, particularly those related to schema theory and the construction of knowledge (Piaget, 1952; Bruner, 1960). When pupils can link new information to existing knowledge structures, or schemas, they are more likely to understand and retain the new information.
Using concrete representations helps in several key ways:
Anchoring Abstract Ideas: By linking an abstract concept to a concrete, familiar object or experience, teachers can help pupils form a mental representation that makes the abstract idea more tangible.
Enhancing Engagement: Concrete representations, such as analogies or metaphors, often make learning more engaging by connecting to pupils' interests and experiences.
Facilitating Memory Retention: Pupils are more likely to remember abstract concepts when they are linked to something concrete and familiar. This is because the brain finds it easier to recall information that is connected to a vivid mental image or a familiar experience.
Analogies: Bridging the Gap Between the Known and the Unknown
Analogies are powerful tools for making abstract concepts more concrete by comparing them to something familiar. An analogy draws a parallel between two different things, highlighting similarities that help pupils understand the new concept.
For example, to explain the concept of electrical current, a teacher might use the analogy of water flowing through a pipe. Just as water flows through a pipe, electricity flows through a wire. The pipe represents the wire, and the water represents the electric current. This analogy helps pupils visualise and understand how electricity works, even though they cannot see it directly.
Effective Use of Analogies:
Ensure Relevance: The analogy should be relevant to the pupils' experiences and prior knowledge. The more familiar the analogy is to the pupils, the more effective it will be in helping them understand the abstract concept.
Highlight Similarities and Differences: While analogies are helpful, they are not perfect. It is important to point out both the similarities and the differences between the analogy and the abstract concept to avoid misconceptions.
Use Multiple Analogies: Sometimes, one analogy may not fully capture all aspects of an abstract concept. Using multiple analogies can provide a more comprehensive understanding by highlighting different facets of the concept.
Example of Using Analogies in Teaching:
Consider teaching the abstract concept of democracy. One might compare democracy to a classroom decision-making process where every student gets a vote on what activity to do next. This analogy helps pupils understand that in a democracy, everyone has a say, and the majority decision is followed.
Metaphors: Creating Powerful Connections
Metaphors are another effective tool for making abstract concepts more concrete. A metaphor directly equates one thing with another, suggesting that one concept is similar to another in a significant way. Metaphors are often used in literature to convey complex ideas through vivid imagery, and they can be equally powerful in the classroom.
For example, a teacher might use the metaphor of "the heart as a pump" to explain the function of the human heart in circulating blood. By equating the heart with a pump, pupils can more easily understand how the heart works, even if they have never seen a heart in action.
Effective Use of Metaphors:
Choose Simple, Clear Metaphors: Metaphors should be straightforward and easy for pupils to understand. Overly complex metaphors can confuse rather than clarify.
Link to Prior Knowledge: Like analogies, metaphors are most effective when they are linked to something pupils already know. This connection helps to solidify the abstract concept in their minds.
Avoid Mixed Metaphors: Mixing metaphors can create confusion by introducing conflicting images. Stick to one clear metaphor to explain each concept.
Example of Using Metaphors in Teaching:
In teaching the concept of the internet, one might use the metaphor of a "web" to describe how information is interconnected across the globe. This metaphor helps pupils visualise the complex network of connections that make up the internet, making the abstract concept more accessible.
Examples and Non-Examples: Clarifying Concepts Through Contrast
Using examples and non-examples is a highly effective way to clarify abstract concepts by showing what they are and what they are not. This approach helps pupils to define the boundaries of a concept and to understand its essential characteristics.
Examples are specific instances that illustrate the concept in action. For example, when teaching the concept of "democracy," a teacher might provide examples such as elections, referendums, or the parliamentary system.
Non-examples are instances that do not fit the concept, helping pupils to see what the concept does not include. For the concept of "democracy," non-examples might include dictatorship, monarchy, or oligarchy.
Effective Use of Examples and Non-Examples:
Choose Clear, Relevant Examples: Examples should be directly related to the concept and should clearly illustrate its key characteristics.
Use a Variety of Examples: Providing multiple examples helps pupils to see the concept in different contexts, which deepens their understanding.
Contrast with Non-Examples: Non-examples should be clearly different from the concept, highlighting what the concept is not. This contrast helps to reinforce the boundaries of the concept.
Example of Using Examples and Non-Examples in Teaching:
When teaching the concept of "renewable energy," a teacher might provide examples such as solar power, wind power, and hydroelectric power. Non-examples might include coal, oil, and natural gas, which are non-renewable energy sources. By contrasting these examples, pupils can more clearly understand the characteristics that define renewable energy.
The Role of Concrete Representations in Different Subjects
The use of concrete representations is not limited to any one subject area; it is a versatile strategy that can be applied across the curriculum. Below are examples of how concrete representations can be used in different subjects:
Mathematics: Abstract mathematical concepts, such as algebraic equations or geometric theorems, can be made more accessible by using concrete examples, such as using physical objects to represent variables in an equation or using visual aids to demonstrate geometric principles.
Science: Science often involves abstract concepts that are difficult for pupils to grasp, such as atomic structure or the theory of evolution. Analogies, metaphors, and visual models can help pupils to visualise these concepts and understand how they work.
Literature: In literature, abstract themes such as love, justice, or freedom can be explored through concrete representations in the form of characters, symbols, or events in a story. By analysing these representations, pupils can gain a deeper understanding of the abstract themes.
History: Historical concepts, such as democracy, revolution, or imperialism, can be made more relatable by linking them to concrete examples from specific historical events or by using analogies to compare past events to more familiar contemporary situations.
Cognitive and Educational Theories Supporting Concrete Representations
The use of concrete representations in teaching is supported by several key cognitive and educational theories:
Schema Theory: Developed by Jean Piaget, schema theory posits that knowledge is organised into structures called schemas. When new information is introduced, it is either assimilated into an existing schema or used to modify an existing schema (Piaget, 1952). Concrete representations help pupils to link new information to existing schemas, making it easier to understand and retain.
Constructivist Theory: Jerome Bruner's constructivist theory emphasises the importance of building new knowledge on the foundation of existing knowledge (Bruner, 1960). By using analogies, metaphors, and examples, teachers can help pupils construct new knowledge by linking it to what they already know.
Dual Coding Theory: Allan Paivio's dual coding theory suggests that information is processed through both verbal and non-verbal channels (Paivio, 1986). By using both verbal explanations and concrete representations, teachers can engage both channels, leading to better understanding and memory retention.
Cognitive Load Theory: John Sweller's cognitive load theory highlights the importance of managing the cognitive load on pupils' working memory (Sweller, 1988). Concrete representations can help reduce cognitive load by making abstract concepts more accessible and easier to process.
Challenges and Considerations
While the use of concrete representations is highly effective, it is not without its challenges. Teachers must be careful to select analogies, metaphors, examples, and non-examples that are appropriate for their pupils' age, experience, and cultural background. Additionally, it is important to avoid oversimplifying complex concepts, as this can lead to misunderstandings.
Teachers should also be mindful of potential misconceptions that can arise from the use of analogies and metaphors. For example, while the analogy of electricity flowing like water can be helpful, it is not a perfect comparison and may lead to misunderstandings about the nature of electrical circuits.
To mitigate these challenges, it is important to use concrete representations thoughtfully and to provide clear explanations of how they relate to the abstract concept. Teachers should also encourage pupils to ask questions and to reflect on how the analogy or metaphor helps them understand the concept.
Conclusion
The use of concrete representations, such as analogies, metaphors, examples, and non-examples, is a powerful strategy for making abstract concepts more accessible and understandable for pupils. By linking new information to familiar experiences and knowledge, teachers can help pupils build robust mental models that enhance their understanding and retention of abstract ideas.
Effective use of concrete representations requires careful planning and consideration, but the benefits are clear. Pupils who are able to connect abstract concepts to concrete representations are more likely to engage with the material, retain what they have learned, and apply it in new contexts.
As educators, it is our responsibility to ensure that all pupils have the tools they need to succeed. By incorporating concrete representations into our expositions, we can help pupils overcome the challenges of abstract concepts and achieve a deeper, more meaningful understanding of the world around them.
References
Bruner, J. S. (1960). The Process of Education. Harvard University Press.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285.
Comentarios