Author/Authors :
harman, gonca , çökelez, aytekin istanbul teknik üniversitesi - fen edebiyat fakültesi - insan ve toplum bilimleri bölümü, turkey
Abstract :
The purpose of this study was to determine pre-service early childhood education studentteachers’ metaphorical perceptions towards chemistry, physics and biology. 70 pre-serviceearly childhood education student teachers studying in the 4th grade at the department ofearly childhood education participated in this study. The participants were asked to express what chemistry, physics and biology look like. Collected data were analyzed by content analysismethod. Pre-service early childhood education student teachers’ metaphors were categorizedinto positive, negative and neutral. Results of the study showed that pre-service early childhoodeducation student teachers have positive perceptions towards biology, physics and chemistry.According to the results of this study, pre-service early childhood education teachers’perceptions towards biology were more positive than their perceptions towards physics andchemistry. Positive metaphors about chemistry, physics and biology were categorized mostlyas life and nature; neutral metaphors about chemistry, physics and biology were categorizedmostly as subject and content; negative metaphors about chemistry, physics and biology werecategorized mostly as difficult and complex. The results showed that when the preserviceteachers think about chemistry, the words “periodic table and elements” come to their minds atfirst. The words “simple machines, force, motion, velocity, acceleration, mass, volume, density,gravity” come to their minds at first when they think about physics. The words “live, divisions,cells, systems, photosynthesis” come to their minds at first when they think about biology.
NaturalLanguageKeyword :
Metaphor , chemistry , physics , biology , pre , service early childhood education teachers
