Training Prospective Primary and Kindergarten Teachers on Electric Circuits Using Conceptual Metaphors

Abstract

The awareness and use of conceptual metaphors available in ordinary language should be a relevant part of teaching strategies, yet it is still rather neglected in teacher education. With a specific activity, we integrated a class of prospective kindergarten and primary school teachers on electric circuits with a reflection on the cognitive and linguistic aspects of metaphor. To understand how effective this integration proved to be, both in terms of learning and in terms of developing teaching skills, we conducted a single case study with a mixed qualitative–quantitative methodology. Student teachers were invited to analyze and discuss expressions on electric circuits selected from those they themselves had formulated at an earlier time. Here, we present some relevant results from the analysis of the students’ elaborations, highlighting how they worked with metaphors. They demonstrated a better understanding of the subject matter and greater awareness of teaching as well, in particular for what concerns the use of language and identifying and overcoming implicit ideas.