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ERIC Number: ED326382
Record Type: RIE
Publication Date: 1990
Pages: 34
Abstractor: N/A
Reference Count: 0
Tugboats and Tennis Games: Preconceptions of Teaching and Learning through Metaphor.
Gurney, Bruce F.
Preservice teacher education, when viewed through a constructivist lens, should consider preconceptions because it is important that students be initially aware of their own attitudes and of the beliefs that they carry with them. Preconceptions also provide a reference point about which students may reflect as new meanings are acquired. This paper describes one aspect of an ongoing project involving preservice teachers and methods instructors at three Canadian universities over 2 years. The overall purpose of the study is to collect and analyze data relating to the conceptions held by preservice secondary science teachers about the nature of science, of teaching, and of learning. Data were collected in the form of three-phase questionnaires, interviews, and videotapes of class interactions. An interpretation of these data has been used in the development and piloting of some strategies aimed at promoting meaningful preservice instruction. Data described in this paper were derived from responses to one particular item on the questionnaire administered at the start of the 1-year teacher education program at the University of British Columbia (Canada). Preservice students were asked to provide metaphors for the teaching/learning process. Samples of the students' metaphorical statements are provided. (CW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (63rd, Atlanta, GA, April 8-11, 1990). Contains some light type which may not reproduce well.