TeTeacher Education and Popular Culture: Proverbs about the Climate and Weather

Laurinda LEITE1MC900432627[1], Luís DOURADO2,  Sofia MORGADO3, M.ª Conceição ANTUNES4

1 Full Prof. CIEd-Institute of Education, University of Minho, Braga-PORTUGAL, ORCID ID: 0000-0003-4713-3815
2 Assist. Prof. CIEd-Institute of Education, University of Minho, Braga-PORTUGAL, ORCID ID: 0000-0003-3888-5409
3 Research Fellow CIEd-Institute of Education, University of Minho, Braga-PORTUGAL, ORCID ID: 0000-0002-3777-5761
4 Assoc. Prof. CIEd-Institute of Education, University of Minho, Braga-PORTUGAL, ORCID ID: 0000-0003-3569-6020

Received: 19.01.2018                       Revised: 20.11.2018                         Accepted:29.12.2018

The original language of article is English (v.16, n.1, March 2019, pp.1-17, doi: 10.12973/tused.10262a)

Reference: Leite, L., Dourado, L., Morgado, S. & Antunes, M. (2019).  Teacher education and popular culture: proverbs about the climate and weather. Journal of Turkish Science Education, 16(1), 1-17.
 



ABSTRACT

Proverbs are a part of cultural heritage of people. Proverbs about climate and weather influence human behaviours at such areas as agriculture and fishing. The pedagogical use of proverbs promotes to link everyday knowledge with scientific one. However, teachers should be familiar with the meanings of proverbs to integrate them into their classes. This article presents data collected from prospective teachers (n=22) and senior citizens (n=38). The results show that both of the groups believed proverbs, even though there were some differences concerning their familiarities with the content of the proverbs. This shows that the proverbs should be successfully used in science teaching to facilitate a better conceptual understanding of science content. Therefore, proverbs should be approached in teacher education contexts.

Keywords: Popular culture, prospective teachers, proverbs, senior citizens, weather.


   Corresponding author e-mail: lleite@ie.uminho.pt                                                                © ISSN: 1304-6020