Determining the Perceptions of Teacher Candidates on the Concepts of Science Course, Science Laboratory, Science Teacher and Science Student via Metaphors

Şadoğlu, Günay Paliç; Durukan, Ümmü Gülsüm

doi:10.21890/ijres.428260

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…In terms of the purpose of laboratory learning, students' opinions included; the development of practical and scientific process skills, as well as enhancing understanding of the theoretical concepts (Dikmenli, 2009;George-Williams et al, 2018;Hanif et al, 2009), learning science by fun (Aykutlu et al, 2019;Harman et al, 2016;Sadoglu & Durukan, 2018), effective and meaningful learning (Dikmenli, 2009;Harman et al, 2016), motivation and the development of positive attitude towards science (Dikmenli, 2009), permanent learning and the application of learned concepts (Harman et al, 2016), verification of known scientific theories and principles, conceptual understanding of the nature of science, creation of a link between scientific knowledge and contemporary experiences, and the creation of a link between science, technology, and society (Dikmenli, 2009). With the use of metaphors, students described the purpose of the science laboratory as learning for curiosity, learning by direction and learning by labour (Aykutlu et al, 2019).…”

Section: Aims and Purposes Of Laboratory Learningmentioning

confidence: 99%

Students’ Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature

Nicol

Gakuba

Habinshuti

2022

EURASIA J Math Sci Tech Ed

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The scientific community continues to give conflicting impressions about the contribution of laboratory activities to science learning and yet ignores the views of students who are the focus of learning. In this paper, we reviewed postsecondary school students' experiences in the science laboratories. Students were most concerned about the impact of the laboratory activities and their preferences pointed more towards greater independent, participatory and interactive learning engagements. This review has implied that students should not be left out in science laboratory learning reform efforts and their views about what obtains in the science laboratories should be routinely monitored to inform such reforms.

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Section: Aims and Purposes Of Laboratory Learningmentioning

confidence: 99%

Students’ Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature

Nicol

Gakuba

Habinshuti

2022

EURASIA J Math Sci Tech Ed

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“…), it was seen that they viewed scientists as researchers, according to the metaphors they used. Sadoglu and Durukan (2018) determined the perceptions of preservice teachers in their research using metaphors regarding the concepts of science lesson, science laboratory, science teacher, and science student. The results of their research showed that most of the preservice teachers viewed the concept of science lesson as understanding/exploring life, the concept of science laboratory as a place that provides life, the concept of science teacher as a mentor, and the concept of science student as a valuable asset.…”

Section: Metaphors In Science Conceptsmentioning

confidence: 99%

Metaphorical Perceptions of Gifted Students towards Mathematics and Science Concepts

Özdemir¹,

Topalsan²

2022

EDUPIJ

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Background/purpose -Understanding gifted students' perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics concepts as well school math, school science, scientist, experiments, and problem-solving perceptions by examining students' metaphors. Materials/methods -30 gifted students studying at a children's university, which was established by a foundation university in Istanbul, Turkey, were selected as the study's participants based on convenience, criterion, and accessibility sampling methods. To reveal the students' metaphorical perceptions, gifted students were asked about their metaphors for "mathematics," "science," "mathematics lessons at school," and "science lessons at school." Data were collected using a Metaphorical Perception Form, and then transferred to the QDA Mine Lite program for qualitative data analysis, which included coding and the creation of categories and themes.Results -Metaphors about mathematics, Metaphors about school mathematics, Metaphors about science, and Metaphors about school science were obtained as the themes of the study. Conclusion -In a general sense, three categories of findings were obtained across all four themes. For metaphors about mathematics, the categories were "favorable," "relating," and "difficulty level"; whilst for school mathematics they were "favorable," "relating," and "unfavorable"; for science they were "favorable," "relating," and "difficulty level"; and for school science they were "favorable," "relating," and "unfavorable." Keywords -Gifted students, mathematics, metaphor, science To link to this article -https://dx.doi.org/10. 22521/edupij.2022.113.6 would benefit the current literature. Through such an approach, more generalizable conclusions could potentially be drawn regarding these issues.

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“…Literature on metaphoric perceptions in the field of education has focused on various concepts within the last 10 years. Some of these concepts are science and technology (Çelik, 2016;Demirci Güler, 2012;Minas & Gündoğdu, 2013;Palic Sadoglu & Durukan, 2018), mathematics (Erdogan, Yazlik & Erdik, 2014;Güner, 2013;Oflaz, 2011), teacher (Afacan, 2011;Dursun, 2015), distance education (Kaban, 2021), traditional and digital game (Hazar, Tekkurşun, & Dalkıran, 2017), value (Aydın & Sulak, 2015), evolution (Özbuğutu, 2018), project (Nacaroğlu, Mutlu & Meral, 2019), social media (Egüz & Kesten, 2018), and Facebook (Eren, Çelik, & Aktürk, 2014). When literature on metaphoric perceptions regarding the concept of technology is examined, concepts such as technology (Karaçam & Aydın, 2014;, Durukan, Hacıoğlu, & Dönmez Usta, 2016;Ergen & Yanpar Yelken, 2015;Kurt & Özer, 2013;Korkmaz & Ünsal, 2016), educational technology, technology leadership (Hacıfazlıoğlu, Karadeniz, & Dalgıç, 2011), and information technology teacher (Dursun, 2015) were investigated with participants from various levels of education.…”

Section: Metaphorsmentioning

confidence: 99%

Metaphoric Perceptions of Preservice Teachers Regarding Technological Change

Aydın¹,

Demir²,

Aksüt³

2021

IJTES

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The purposes of this study were to determine metaphoric perception of preservice teachers from different fields regarding technological change and to examine the differences and similarities between perceptions of preservice teachers (1st and 4th grades). This study employed single case (holistic) study as a qualitative approach. Participants consisted of 445 preservice teachers who have continued their education in different programs in 2019-2020 academic year in Faculty of Education. After informing participants about metaphor technique and its applications, each participant was asked to fill out a structured form. The structured form included a prompt: “Technological change is like ......, because......”. Content analysis technique was employed to analyze the data. Content analysis included developing conceptual categorization and themes based on the reasoning of metaphors. Results showed that most of the participants had similar metaphoric perception regarding technological change, considering “metaphoric categories” and “conceptual categories.” However, “metaphoric categories” and “metaphoric concepts” had similarities and differences by year. And, “technological change as societal/cultural interaction” theme emerged from the analysis. This theme consisted of two categories (influencer and influenced) and these two categories were grouped in three sub-categories. Overall, the results indicate that preservice teachers’ perceptions of “technological change” concept had some variations.

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Determining the Perceptions of Teacher Candidates on the Concepts of Science Course, Science Laboratory, Science Teacher and Science Student via Metaphors

Cited by 9 publications

References 11 publications

Students’ Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature

Students’ Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature

Metaphorical Perceptions of Gifted Students towards Mathematics and Science Concepts

Metaphoric Perceptions of Preservice Teachers Regarding Technological Change

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