METAPHOR AS A TOOL FOR CONSTRUCTIVIST SCIENCE TEACHING

A teacher's personally created metaphor of constructivist science teac hing can be used as a reflective tool for initiating and sustaining ch ange in the classroom. This study reports how one experienced general science teacher used the metaphor tool during the implementation of co nstructivist approaches in both biology and physics topics. Three gene ral assertions are discussed. Although these were based primarily on t he qualitative data, the quantitative data arising from the administra tion of the Constructivist Learning Environment Survey were used to st rengthen these data.