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- Title
Preservice Teachers' Views of Nature of Science and Their Metaphoric Perceptions of Science and Scientists.
- Authors
ATES, Ozlem
- Abstract
In this study, a mixed-method approach is used to examine preservice teachers' views of the nature of science (NOS) and their perceptions of science and scientists. Study sample consisted of 72 preservice primary school teachers of the Faculty of Education of a university in the Aegean Region. 10 items selected from the 25 VOSTS-TR items (Turkish version of Views on Science-Technology- Society) and semi-structured interviews were used to determine participants' views of NOS and their perceptions of science and scientists were analyzed using metaphor analysis. Categories developed based on participants' metaphors were compared with their responses to the related VOSTS-TR items. The majority of participants responded to some items (tentativeness of scientific knowledge, values that guide scientists, nature of observations) from a contemporary point of view while about half of them responded some items (professional interaction in the face of competition, scientists' errors in their works, ethics, effect of gender on the process and product of science) from an insufficient point of view. The greater part of the participants generated metaphors that characterize science as a comprehensive, demanding, laborious, or essential process with infinite content and scientists as a diligent, guiding, leading, or research-focused people who put great effort to conduct research and to raise awareness. Moreover, some trends and similarities were observed between participants' NOS views and their metaphoric perceptions. It is believed that this study will pave the way for further research aiming at analyzing participants' NOS views through strategies based on classroom dialogues about metaphors created by students.
- Subjects
PUBLIC opinion on science; STUDENT teachers; SCIENCE education; SCIENTISTS; METAPHOR
- Publication
International Online Journal of Educational Sciences, 2019, Vol 11, Issue 4, p141
- ISSN
1309-2707
- Publication type
Article
- DOI
10.15345/iojes.2019.04.011