An Examination of Cross Sectional Change in Student’s Metaphorical Perceptions Towards Heat, Temperature and Energy Concepts
In science instruction, metaphors are an important means of realizing meaningful learning and conceptual formation. The current study aims to evaluate how the concepts of heat, temperature and energy are perceived by students in secondary school science classes and how the perceptions of these concepts vary depending on grade level (5th, 6th, 7th and 8th grades) based on the metaphors generated. The study group of the present research consists of 226 students selected from among 5th, 6th, 7th and 8th graders through criterion sampling method. Employing the descriptive method, the presents study collected its data through a metaphor questionnaire. The findings of the study revealed that there is a total of 176 metaphors were generated by students under four categories “Phenomenological-conceptual metaphors”, “Abstract metaphors”, “Environmental/daily metaphors” and “misconception metaphors”. When the findings were examined, it was seen that though there were some misconception detected about the concepts of heat, temperature and energy, conceptual changes in the other three categories vary depending on grade level. This variety needs to be discussed in relation to cognitive development and daily life. Some suggestions were made about the place and importance of metaphors in concept teaching for researchers and practitioners.
Celik, H. (2016). An examination of cross sectional change in student’s metaphorical perceptions towards heat, temperature and energy concepts. International Journal of Education in Mathematics, Science and Technology, 4(3), 229-245. DOI:10.18404/ijemst.86044
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