Use of Images as Reflective Discrepant Events: Pathways for Elementary Teachers to Reconsider Practice in relation to their Views of Science Teaching and Learning

Abstract

Embedded in the minds of science teacher educators and in the mission statements of many science teacher education programs is the idea of reflective practice. Even though extensive and intensive efforts such as curricula and programmatic approaches to developing reflection over an extended period of time are preferred, they are not always feasible. In the cases where interactions with teachers are delimited to specific time frames of a few hours or a few days, tools to encourage reflection are invaluable. This article discusses the use of images as plausible tools in encouraging reflection on the part of practicing teachers when time constraints are operative. More specifically, this article addresses the following: What images do practicing elementary school teachers have of teaching science and of children learning science? What views of teaching science are associated with these images? What is the usefulness of images as reflective discrepant events?