Research in Science Education

, Volume 18, Issue 1, pp 35–41 | Cite as

The “pupil-as-scientist” metaphor in science education

  • Colin Gauld


The language used in the science education literature often serves the explicit function of presenting information and making cases but it also conveys implicit messages and points to links outside the technical framework of science education. The “pupil-as-scientist” metaphor is embedded in a rich network of associated ideas only some of which have been exploited in research in this and other areas.


Science Education Education Literature Explicit Function Present Information Technical Framework 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. BLOUGH, G.O. (1960) Developing science programs for the elementary school. In N.B. Henry (ed.)Rethinking Science Education, 59th Yearbook of the National Society for the Study of Education, Chicago, N.S.S.E., pp. 112–135.Google Scholar
  2. BRUNER, J. (1960)The Process of Education Cambridge, Mass., Harvard University Press.Google Scholar
  3. DRIVER, R. (1983)The Pupil as Scientist?, Milton Keynes, Open University Press.Google Scholar
  4. GILBERT, J.K., OSBORNE, R.J. & FENSHAM, P.J. (1982) Children's science and its consequences for teaching.Science Education, 66, 623–633.Google Scholar
  5. GILBERT, J.K. & WATTS, D.M. (1983) Concepts, misconceptions and alternative conceptions: Changing perspectives in science education.Studies in Science Education, 10, 61–98.Google Scholar
  6. GRUBER, H.E. (1974) Courage and cognitive growth in children and scientists. In M. Schwebel & J. Ralph (eds).Piaget in the Classroom, London, Routledge and Kegan Paul. pp. 73–105.Google Scholar
  7. GRUBER, H.E. (1981)Darwin on Man: A Psychological Study of Scientific Creativity, Second edition, Chicago, University of Chicago Press.Google Scholar
  8. HENRY, N.B. (ed.) (1947)Science Education in American Schools, 46th Yearbook of the National Society for the Study of Education, Part I, Chicago, N.S.E., p. 63.Google Scholar
  9. MILLAR, R. & DRIVER, R. (1987) Beyond processes.Studies in Science Education, 14, 33–62.Google Scholar
  10. NAY, M.A. & CROCKER, R.K. (1970) Science teaching and the affective attributes of scientists.Science Education, 54, 1, 59–67.Google Scholar
  11. NEWMAN, B.C. (1978) The scientific status of any so called science.Research in Science Education, 8, 1–9.Google Scholar
  12. OSBORNE, R. & FREYBERG, P. (1985).Learning in Science: The Implications of Children's Science, Auckland, Heinemann.Google Scholar
  13. PIAGET, J. (1970)Science of Education and the Psychology of the Child, London, Longman.Google Scholar
  14. POPE, M.L. (1982) Personal construction of formal knowledge.Interchange, 13 4, 3–14.CrossRefGoogle Scholar
  15. POPE, M.L. & GILBERT, J.K. (1983) Explanation and metaphor: Some empirical questions in science education.European Journal of Science Education, 5, 249–261.Google Scholar
  16. POPE, M.L. & GILBERT, J.K. (1985) Theories of learning: Kelly. In R. Osborne & J. Gilbert (eds)Some Issues of Theory in Science Education, Hamilton, Science Education Research Unit, pp. 19–41.Google Scholar
  17. SIMPSON, R.D. & ANDERSON, N.D. (1981)Science, Students and Schools, New York, Wiley.Google Scholar
  18. STRIKE, K.A. & POSNER, G.J. (1985) A conceptual change view of learning and understanding. In L.H.T. West & A.L. Pines (eds)Cognitive Structure and Conceptual Change, Orlando, Academic Press, pp. 211–231.Google Scholar

Copyright information

© Australian Science Education Research Association 1988

Authors and Affiliations

  • Colin Gauld

There are no affiliations available

Personalised recommendations