« Back to Index
a type of grounded learning impediment where something presented in teaching (perhaps a simplification or a metaphor used) is interpreted by a student in an unhelpful way: e.g., seeing a teaching model realistically, or taking a metaphor literally.
[Please be aware that a word may have different nuances, or even a different meaning, according to context.]
« Back to Index
Author: Keith
Former school and college science teacher, teacher educator, research supervisor, and research methods lecturer. Emeritus Professor of Science Education at the University of Cambridge.
View all posts by Keith