Using metaphors to investigate the personal frameworks of pre-service science teachers as they experience a science in society course

Authors

Todd Campbell, Utah State University

Document Type

Article

Journal/Book Title/Conference

Research in Science and Technological Education

Volume

29

Issue

1

Publisher

Taylor & Francis

Publication Date

2011

First Page

71

Last Page

90

Abstract

This research presents a multiple case study investigating the personal frameworks of pre‐service science teachers as they experience a science in society course. Through examining the metaphors employed by the participants’ student experiences were illuminated. These experiences revealed shifts in frameworks over time that were more consistent with the nature of science in many ways. In addition, resilient metaphors also emerged based on ideas students had regarding science and religion. The shifts in metaphors reveal the benefits of the science in society course for shaping views about the nature of science, while the resilient metaphors highlight the need for more focus beyond the one science in society course, so that the pre‐service science teachers continue to grow professionally.

Comments

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Recommended Citation

Campbell, T. (2011, April). Using metaphors to investigate the personal frameworks of pre-service science teachers as they experience a science in society course. Research in Science & Technological Education, 29(1), 71-90.