Please use this identifier to cite or link to this item:
|Scopus||Web of Science®||Altmetric|
|Title:||The impact of a research vignette on my metaphorical understandings|
|Citation:||Contemporary Qualitative Research for Science and Mathematics Educators, 2007 / Taylor, P.C., Wallace, J. (ed./s), pp.127-138|
|Publisher Place:||The Netherlands|
|Series/Report no.:||Science & technology education library ; v. 33|
|Abstract:||A particular classroom incident, and the vignette I used to portray it, had a significant impact on the interpretative framework for my research into scientific literacy. In this chapter, I will trace the salient elements of this vignette including its construction, justification, and effects. I present the vignette, and then track back to the research methodology that I employed, which guided the writing of the vignette. I explain how this writing led to the emergence of a metaphorical framework for scientific literacy and conclude with a discussion of the criteria used to judge these forms of representation.|
|Description:||http://www.springer.com/education/science+education/book/978-1-4020-5919-3?detailsPage=toc The original publication can be found at www.springerlink.com|
|Appears in Collections:||Centre for Learning and Professional Development publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.