Investigation of preschool preservice teachers' perceptions of scientific knowledge through metaphor

Scientific knowledge is a kind of objective knowledge, which issystematic, valid, consistent, triable and provable. From this point ofview, the metaphoric perceptions of preservice teachers, who engagedin many scientific knowledge and processes during the teachers’training process, were found worthy of investigation in this study. Thisstudy adopted the phenomenology study design. The sample consistedof 170 preservice teachers studying in preschool education in a stateuniversity during the 2019–2020 academic year. The questionnaire formprepared by the researchers was used to find out the currentmetaphorical perceptions of preservice teachers about the concept of‘scientific knowledge’. In this study, a total of 139 metaphors related toscientific knowledge were created. Metaphors created by 170 preserviceteachers participating in the study were categorised based on theircommonalities and divided into nine categories.