Abstract

The aim of this study is to reveal prospective teachers’ perceptions of the concept of science by asking them to use metaphors to describe it. A metaphor elicitation method was employed in this study. The data obtained from the study were considered with both quantitative and qualitative (Content Analysis) analyses. The study determined the metaphors used to express the concept of science by prospective teachers, and then these metaphors were thematised by categorising their common properties. Nine different conceptual categories were determined, including “Science as synthesis of scientific knowledge”, “science as a benefit provider” and “science as a basic requirement” etc. Prospective teachers’ metaphorical perceptions present indicators about their perspectives on science and the nature of science.

Key words: Science education, metaphors, nature of science, prospective classroom teachers, prospective science teachers, scientific literacy, teaching, worldview