One of my publications is
Taber, K. S. and Watts, M. (1996) The secret life of the chemical bond: students' anthropomorphic and animistic references to bonding, International Journal of Science Education, 18 (5), pp.557-568.
Abstract:
This paper discusses students' use of anthropomorphic language in science, and in particular calls upon some examples from research into student understanding of chemical bonding. It is argued that anthropomorphic language is common amongst scientists as well as science students. A simple classification of such instances is suggested to distinguish between those examples that are useful in aiding communication [weak anthropomorphism] and understanding, and those which merely stand in place of such understanding [strong anthropomorphism].
The version of record can be found here:
Download the authors' manuscript version here.
Contents:
- Introduction
- Anthropomorphism and animism in science
- Anthropomorphism in learners' explanations of phenomena studied in science
- Using animism constructively
- Explanation and understanding
- Two classes of anthropomorphism?
- A continuum of responses
- Further research work
Note: the use of anthropomorphic language in chemistry is especially associated with the use of the full shells explanatory principle (an alternative conception) and the related octet framework (an alternative conceptual framework) where chemical processes such as chemical reactions are incorrectly explained in terms of atoms 'wanting' full shells/octets of electrons)
Read about the full shells explanatory principle alternative conception
Read about the octet conceptual framework
