International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2017, Vol. 13(3) 140-150

An Examination of Pre-Service Primary School Teachers’ Comprehension of The Concept of Physics Through Metaphors

Işil Aykutlu

pp. 140 - 150   |  Manu. Number: ijpe.2017.033

Published online: October 08, 2017  |   Number of Views: 252  |  Number of Download: 886


The aim of this study is to lay bare pre-service primary school teachers’ perception of “physics” through metaphors. The study was realized with the participation of 38 freshmen pre-service teachers taking General Physics at a public university. Data of the study were obtained with participants filling the blanks in the following sentence: “In my opinion physics is like a/an … because …” The study was designed in phenomenological method, which is one of the qualitative research methods. In the analysis of data, content analysis method was used. As a result of the obtained data, it was determined that pre-service primary school teachers constructed 31 valid metaphors in relation to the concept of physics. It was determined that the highest frequency among these metaphors belongs to the “nightmare”. Metaphors generated by the pre-service teachers were grouped under seven different conceptual categories in terms of the meanings they contain. As a result of the study, it was determined that most of the metaphors generated by the pre-service teachers consist of a negative perception.

Keywords: Pre-service primary school teachers, physics, metaphor

How to Cite this Article?

APA 6th edition
Aykutlu, I. (2017). An Examination of Pre-Service Primary School Teachers’ Comprehension of The Concept of Physics Through Metaphors. International Journal of Progressive Education, 13(3), 140-150.

Aykutlu, I. (2017). An Examination of Pre-Service Primary School Teachers’ Comprehension of The Concept of Physics Through Metaphors. International Journal of Progressive Education, 13(3), pp. 140-150.

Chicago 16th edition
Aykutlu, Isil (2017). "An Examination of Pre-Service Primary School Teachers’ Comprehension of The Concept of Physics Through Metaphors". International Journal of Progressive Education 13 (3):140-150.


    Altıntaş G., Kahraman E., Ülger E. & Altıntaş S. U. (2013). Science' course and 'science teachers' metaphors developed concepts of science teachers. The Fifth International Congress of Educational Research, 6 - 9 June, Çanakkale, Turkey, 799-810.

    Altıntaş G., Kahraman E., Ülger E. & Altıntaş S. U. (2014). The metaphors developed bye students for the concepts in 'the particulate structure of matter' unit of science and technology course. Journal of Research in Education and Teaching, 3(3), 271-282.

    Angell, C., Guttersrud, Ø., Henriksen, E. K.. & Isnes A. (2004). Physics: Frightful, but fun pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706.

    Arslan, M.M. & Bayrakçı, M (2006). Metaforik düşünme ve öğrenme yaklaşımının eğitim-öğretim açısından incelenmesi  [An examination of metaphoric thinking and learning approach in terms of education]. Milli Eğitim Dergisi, 171, 100-108.

    Aycan, Ş. & Yumuşak, A. (2003). Lise fizik müfredatındaki konuların anlaşılma düzeyleri üzerine bir araştırma [A study on the comprehension levels of topics in the high school physics curriculum]. Milli Eğitim Dergisi, 159, 171-180.

    Aydın, İ.S. & Pehlivan, A. (2010) . The metaphors that turkish teacher candidates use concerning "teacher" and "student" concepts. Turkish Studies, International Periodical For The Languages, Literature And History Of Turkish Or Turkic, 5(3), 818-842.

    Bahadır, E. & Özdemir, A. Ş. (2012). 7th grade prı̇mary school students mental images about the concept of mathemati̇c. International Journal of Social Science Research, 1(1), 26-40.

    Baubeng, I. Conner, L. & Winter, D. (2015). The lack of physics teachers: “Like a bath with the plug out and the tap half on”. American Journal of Educational Research,  3(6), 721-730.

    Baş, T. & Akturan, U. (2008). Nitel araştırma yöntemleri: Nvivo 7.0 ile nitel veri analizi. Ankara: Seçkin Yayıncılık. [Qualitative research methods: Qualitative data analysis with Nvivo 7.0. Ankara: Seçkin Publishing House]

    Cerit, Y. (2006). School metaphors: The views of students, teachers and administrators Educational Sciences: Theory & Practice , 6(3), 669-699.

    Clarken, R. H. (1997). Five metaphors for educators. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

    Çelikten, M. (2006). Culture and teacher metaphors used in educational system . Erciyes University, Journal of Social Sciences Institute, 21(2), 269-283.

    Doğan, D. (2014). Analysis of the school concept through the  perspectives of candidate teachers via metaphors. Journal of Theoretical Educational Science, 7(3), 361-382.

    Duit, R. (1991) On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.

    Ertaş, İ. (1993). Denel fizik dersleri. İzmir: Ege Üniversitesi Basımevi [Empiric Physics Courses. Izmir: Ege University Press].

    Fretzin, L. (2001). Metaphors in teaching. Retrieved 16.02.2016, from

    Forceville, C. (2002). The identification of target and source in pictorial metaphors.  Journal of Pragmatics, 34(1), 1–14.

    Gill, P. (1999). The physics/maths problem again. Physics Education, 34(2), 83-87.

    Goldstein, L. S. (2005). Becoming a teacher as a hero’s journey: using metaphor ın preservice teacher education. Teacher Education Quarterly, 32(1), 7–24.

    Hanson, L. (1993). Affective response to learning via visual metaphor. Annual Conference of the International Visual Literacy Association, October 13-17, New York.

    İbret B. U. & Aydınözü D. (2011). The metaphors developed by elementary school-second stage students on the concept of ‘world’. Kastamonu Education Journal, 19(1), 85-102.

    Kapucu, S. (2014). Salient beliefs of pre-service primary school teachers underlying an  attitude “liking or disliking physics”. Science Education International, 25(4), 437-458.

    Lakoff, G. & Johnson, M.(2003). Metaphors we live by. London: The University of Chicago Press.

    Lakoff, G. & Johnson, M. (2005).  Metaforlar: Hayat, anlam ve dil (Çeviri G. Y. Demir). İstanbul: Paradigma.

    Levine, P.M. (2005). Metaphors and images of classrooms.  Kappa Delta Pi Record, 41(4), 172-175.

    Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (second press). Thousand Oaks, CA: SAGE.

    Morgan, G. (1980). Paradigms, metaphors, and puzzle solving in organizational analysis. Administrative Science Quarterly, 25, 606-622.

    Nuhoğlu, H. & Yalçın, N. (2004). The development of attitude scale for physics laboratory and the assessment of pre-service teachers’ attitudes towards physics laboratory. Gazi University Journal of Kırşehir Education Faculty , 5(2), 317-327.

    Ocak, G. &  Gündüz, M. (2006). The comparison of pre-service teachers’ metaphors about the teacher-profession before and after the ‘ıntroduction to teacher-profession’ course. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 8(2), 293-311.

    Ornek, F., Robinson, W.R. & Haugan, M.P. (2008). What makes physics diffficult? International Journal of Enviorenmental & Science Education, 3(1), 30-34.

    Orton, T. & Roper, T. (2000). Science and mathematics: A relationship in need of counselling? Studies in Science Education, 35,  123–154.

    Osborn, M. (1997). The play of metaphors. Education, 118(1), 84-87.

    Oxford, R., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R., Saleh, A. &  Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26(1), 3-50.

    Palmquist, R.A. (2001). Cognitive style and users’ metaphors for the web: an exploratory study. Journal of Academic Librarianship, 27(1), 24-32.

    Reid, N. & Skryabina, E.A. (2002). Attitudes towards physics. Research in Science and Technological Education, 20(1), 67-81.

    Redish, E. F. (1994). The implications of cognitive studies for  teaching physics. American Journal of Physics, 62, 796-803.

    Saban, A. (2004). Entry level prospective classroom teachers’ metaphors about the concept of “teacher”.The Tournal of Turkish Educational Sciences, 2(2), 131-155.

    Saban, A. (2008). Metaphors about school. Educational Administration: Theory and Practice, 55, 459-496.

    Saban, A. (2009). Prospectıve teachers’ mental images about the concept of student. The Tournal of Turkish Educational Sciences,, 7(2), 281-326.

    Saban, A., Koçbeker, B.N., & Saban, A. (2006). An investigation of the concept of the teacher among prospective teachers through metaphor analysis. Educational Sciences: Theory & Practice, 6(2), 509-522.

    Sadoğlu, G. P. & Uzun, S. (2014). Identifying pre-service science and technology teachers’ perceptions related to the concept of physics through metaphors. International Journal of Educational Research and Technology, 5(1), 36-41.

    Sarı, M. (2013). The effect of experimental teaching of physics topics in the study of student success and challenges of teachers. Journal of Research in Education and Teaching, 2(3), 143-147.

    Sanchez, A., Barreiro J. M. & Maojo V. (2000). Desing of virtual reality systems for education: A cognitive approach. Education and Information Technologies, 5(4), 354-362.

    Semerci, Ç. (2007). A view to the new primary school curricula with the metaphors relating to “curriculum development. Cumhuriyet University The Journal of Social Sciences, 31(1), 139-154.

    Serway, R. A. (1995). Physics for scientists & engineers wiht modern physics. Third edition. Translation Editor, Kemal Çolakoğlu, Palme Publishing House.

    Soysal, D. & Afacan, Ö. (2012).  Metaphors used by primary school students to describe “science and technology lesson” and “science and technology teacher”.   Mustafa Kemal University Journal of Social Sciences Institute, 9(19), 287-306.

    Şahin, B. (2013). Teacher candidates’ metapforic perceptions related with “mathematics teacher”, “mathematics”and “math lesson” concepts. Mersin University Journal of the Faculty of Education, 9(1), 313-321.

    Şahin, E., & Yağbasan, R. (2012). Determining which introductory physics topics pre - service physics teachers  have difficulty understanding and what accounts for these difficulties. European Journal of Physics , 33, 315-325.

    Şengül, S.,  Katrancı, Y. & Cantimer, G.G. (2014). Metaphor perceptions of secondary school students about “mathematics teacher”. The Journal of Academic Social Science Studies, 25(1), 89-111.

    Tekbıyık, A. & Akdeniz, A.R. (2010). A contemporary physics attitude scale for secondary school students: development, validity and reliability. Journal Turkish Science Education , 7(4), 134-144.

    Usta, N. D. & Ültay, N. (2015). A comparative study of preschool student teachers'“chemistry” metaphors. The Black Sea Journal of Social Sciences, Special Issue of Hüseyin Hüsnü Tekışık, 1(7), 163-177.

    Vadeboncoeur, J. A., & Torres, M. N. (2003). Constructing and reconstructing teaching roles: A focus on generative metaphors and dichotomies. Discourse: Studies in the Cultural Politics of Education, 24(1), 87-103.

    Whitelegg, E. & Parry, M. (1999). Real-life contexts for learning physics: meanings, issues and practice. Physics Education, 34, 68-72.

    Yalmancı, S. G. & Aydın, S. (2013). Pre-service teachers’ metaphorical perceptions towards biology.  Mustafa Kemal University Journal of Social Sciences Institute, 10(21), 208-223.

    Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı) Ankara: Pegem Akademi Yayıncılık.[Qualitative Research Methods in Social Sciences (9th edition). Ankara: Pegem Akademi Publishing]

    Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22(2), 127-138.

    Yücel A. S., Koçak C. & Cula S. (2010) An analysis on proactive-reactive personality profiles in student-teacher relationship through the metaphorical thinking approach. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 131-139.