Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/46211
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DC Field | Value | Language |
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dc.contributor.author | Willison, J. | - |
dc.contributor.editor | Taylor, P. | - |
dc.contributor.editor | Wallace, J. | - |
dc.date.issued | 2007 | - |
dc.identifier.citation | Contemporary Qualitative Research for Science and Mathematics Educators, 2007 / Taylor, P., Wallace, J. (ed./s), pp.127-138 | - |
dc.identifier.isbn | 9781402059193 | - |
dc.identifier.uri | http://hdl.handle.net/2440/46211 | - |
dc.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 | - |
dc.description.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. | - |
dc.description.uri | http://trove.nla.gov.au/work/34760831 | - |
dc.language.iso | en | - |
dc.publisher | Springer | - |
dc.relation.ispartofseries | Science & technology education library ; v. 33 | - |
dc.source.uri | http://dx.doi.org/10.1007/978-1-4020-5920-9_12 | - |
dc.title | The impact of a research vignette on my metaphorical understandings | - |
dc.type | Book chapter | - |
dc.identifier.doi | 10.1007/978-1-4020-5920-9_12 | - |
dc.publisher.place | The Netherlands | - |
pubs.publication-status | Published | - |
dc.identifier.orcid | Willison, J. [0000-0003-1892-1089] | - |
Appears in Collections: | Aurora harvest Centre for Learning and Professional Development publications |
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