A case of preservice elementary teachers exploring, retelling, and reframing |
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| Authors: | Michael Nelson |
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| Institution: | (1) Department of Educational Foundations, Millersville University, PO Box 1002, 17551-0302 Millersville, PA, USA |
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| Abstract: | This study shows preservice elementary teachers' frames (points of view) about science curriculum. Frames are rules that influence
how one perceives and organises events with which one thinks. Participants' frames were externalised by exploring issues from
Sagan's text,The Demon Haunted World: Science as a Candle in the Dark (1996), Sagan uses commonly held frames about controversial topics to contrast pseudoscience and science. This narrative
explores how students retelling their reactions (to experiences of their own design) might influence one's awareness of beliefs
in general and reconsideration of personal beliefs about science and teaching. The entangled issues of critical and metaphoric
thinking, as well as reframing are exemplified. |
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