Metaphor as a tool for constructivist science teaching

Abstract

A teacher's personally created metaphor of constructivist science teaching can be used as a reflective tool for initiating and sustaining change in the classroom. This study reports how one experienced general science teacher used the metaphor tool during the implementation of constructivist approaches in both biology and physics topics. Three general assertions are discussed. Although these were based primarily on the qualitative data, the quantitative data arising from the administration of the Constructivist Learning Environment Survey were used to strengthen these data.