Abstract
There is a significant gap in the literature surrounding metaphor in science communication in terms of the use of metaphor to primarily engage, and secondarily educate. This thesis aims to provide a comprehensive overview of the value of metaphor as an engagement tool for science communicators, using a compilation of information from existing relevant scholarly works and an independent student engagement survey. With concerns of a decreasing population interested and proficient in science practices increasing, this thesis provides important information to help battle this issue.
The academic component of this thesis covers topics such as; metaphor theory, metaphor in science communication, using metaphor to engage, the cognitive science of metaphor, effective metaphors, storytelling, and the limitations of using metaphor to communicate science. In discussing and analysing the literature surrounding these topics, an argument is presented supporting metaphor as a valuable tool for science communicators to achieve engagement. A study, based upon a student engagement survey, supports the main points of this argument, identifying that; the majority of students studied were emotionally, cognitively and behaviourally disengaged, visual learners (those who benefit the most from communication through metaphor) were not a minority, and that metaphor/storytelling was an appealing communication technique. It was elucidated that for engagement purposes, as well as additional learning benefits, the strength of metaphor lies in its ability to link the unfamiliar or abstract to the familiar, creating more complex knowledge structures.
The creative component, ‘A Land Before Life’, is a metaphoric story about the theory of the ‘RNA World’. The adventure story, targeted at ages 11-14, aims to primarily entertain and engage the age bracket in the science of biochemistry, while giving indications to the literal scientific theory. Used as an advanced organiser, the story will provide students with a framework to structure their knowledge around. Through using the effective metaphor criteria outlined in chapter five, and the research on engagement, the book utilises the academic thesis in its favour.