Session Information
10 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
Teachers’ properties have studied by many educators for many years, to provide education better, but also students’ behavior and personality property is important for education studies. All students have different type of learning style, so students’ perceptions about students’ role in learning process is important. Students learn, with varying degrees of success, through reading, memorizing, thinking, writing, note-taking in lectures, observing, listening to and talking with others and by doing things. They may learn in structured situations such as lectures, courses or learning packages; in informal situations, such as browsing through books or on the Net; and through casual conversations with peers (Brown, 2004: 8). The purpose of this study is to understand how prospective science teachers conceptualize “teacher”, through the help of metaphorical images they use in their lives. “Metaphor” is a word which means to transfer in Greek (Fenwick 2000). Metaphors are basic to understanding, thought, and action (Lakoff and Johnson, 1980:193). According to the Morgan (1986), metaphors are used for two purposes; for descriptive and prescriptive. (Akt: Yıldırım, Şimşek, 2008). And also metaphors can be used as a powerful research tool for understanding the prospective teachers’ personal insights on the educational phenomena (Saban, 2009). Metaphors generally use to describe perceptions about teacher, teaching process and educationanl experiences etc. by teachers and students in many studies (Chanlin, Chan, 1996; Cerit, 2008; Michael, Katerina, 2009; Ryman, et al, 2009)
In this research metaphors are used to show up prospective science teachers’ perceptions of “student”. In this context, the research question of this study is; “What metaphorical images do prospective science teacher use to describe student and what is the prospective science teachers’ perceptions about student?
Method
Expected Outcomes
References
Brown, (2004). How Students Learn. A Supplement to the Routledgefalmer Key Guides for Effective Teaching in Higher Education Series. Cerit, Y. (2008). Öğrenci, Öğretmen ve Yöneticilerin Müdür Kavramı ile İlgili Metaforlara İlişkin Görüşleri. (students, Teachers and Managers’ Perceptions about Supervisor Conception) Eğitim ve Bilim Dergisi, 33(147). Chanlin, L.J, Chan, H.C. (1996). Computer Graphics and Metaphorical Elaboration for Learning Science Concepts. http://eric.ed.gov/PDFS/ED392390.pdf. Fenwick, T.(2000). Adventure Guides, Outfitters, Firestarters, and Caregivers: Continuing Educators' Images of Identity. Canadian Journal of University Continuing Education, 26(1), p 53-77. Lakoff, G. & Johnson, M. (1980). Metaphors we Live by. Chicago: Chicago Michael, K., Katerina, M. (2009). Exploring Greek Teachers’ Beliefs Using Metaphors. Australian Journal of Teacher Education, 34(2).p 64-83. Ryman, A.J., Porter, T.W., Galbraith, C.S.( 2009). Disciplined Imagination: Art and Metaphor in the Business School Classroom. International Journal of Education & the Arts, 10(10). Saban, A. (2009). Prospectıve Teachers’ Mental Images About The Concept Of Student. Türk Eğitim Bilimleri Dergisi Spring 7(2), p 281-326.
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