An Examination of Pre-Service Teachers’ Metaphorical Perceptions Concerning Physics Lab Applications

Abstract

This study aimed to determine pre-service physics teachers’ perceptions concerning “Physics lab application.” Realized by employing phenomenology pattern, which is one of the qualitative research methods, this study aimed to reach into the life, thoughts, and perceptions of each individual which they have created through their own experience. Study group consists of 46 pre-service teachers enrolled at the department of physics education at the Faculty of Education of a state university in Ankara during the 2015-2016 academic year; and these pre-service teachers have successfully completed at least two lab classes. Data of the study were gathered via the “Physics Lab Application Metaphors Form,” which is designed by the researchers, and interviews were held with pre-service teachers on the metaphors obtained through this form. Data analysis and evaluation were realized by content analysis. At the end of the study, it was determined that metaphors expressed by pre-service teachers fall mostly under the conceptual category of learning through visual impact. At the same time, these pre-service teachers indicated that they had a good time during lab applications, they learn by doing/experiencing, and that they could concretize abstract concepts with the help of visuals.