An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher
Yükleniyor...
Tarih
2016-07
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
European J of Physics Education
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The purpose of this study was to describe high school students’ “physics”, physics lesson” and “physics teacher” conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted, digitally recorded and analyzed. Codes and conceptual categories were created. The results demonstrate that students describe physics and physics lesson by using content, function, affective and cognitive characteristics and physics teacher by using cognitive, affective, personality and physical characteristics. Although constructivist approaches are applied in Turkish physics education program, the results show that most of the high school students still think that physics is a complex and difficult subject. The other result of the study shows that students think that physics is a developing subject area but physics lesson is not developing course. About physics teachers students believe that they are very knowledgeable and intelligent people. Some recommendations are made for researchers and program developers.
Açıklama
Anahtar Kelimeler
Physics Education, Metaphorical Conceptions, High School Students
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
ÇETİN ALİ (2016). An Analysis of Metaphors Used By High School Students to Describe Physics, Physics Lesson and Physics Teacher. European Journal of Physics Education, 7(2), 1-20., Doi: 10.20308/ejpe.35860
