Metaphor in Science Education. Implications for teacher education

The Study we propose analyzes the epistemological space of contemporary education in its state metaphor and a window for spirituality. The Historical research lab calls a hermeneutic approach to decoding strategies educational messages metaphorical potential latent or manifest, in order to extract and recognize immediate implications and the hidden but present impact on the design of teaching and overall educational action on them. A conscientious exercise of decoding metaphors pedagogical done with balance and understanding provides a vision of education practitioners and theorists open, able to adapt organic personalized educational experiences of the group. Methodological approach initiated in decoding the metaphor occurs and assumed prerequisite for creating their own pedagogical metaphors justified and maintained confirmed the motivational teaching experience. Any educational metaphor is more or less associated with paradigms, ideologies and beliefs. The decrypt of the hidden meaning of the metaphor says or not, the message of theories, enabling transactions between different contexts representation of the same order to improve its realities. The pedagogical metaphor can open doors to new worlds of comprehension in an educational and spiritual axiological level. In addition, the new context of interpretation and understanding, can resolve apparent dispute between pedagogy scientific and philosophical pedagogy. The Affirmation of the methodological pluralism appears as a necessity in the investigative approach in decoding and encoding of educational action in a metaphorical language format. (C) 2015 The Authors. Published by Elsevier Ltd.