The roles of figures of speech in the process of conceptual change in the physics classroom (Record no. 20250)

MARC details
000 -LEADER
fixed length control field 03013nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211101003.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Sawma Yaacoub, Dahlia
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The roles of figures of speech in the process of conceptual change in the physics classroom
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 150 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study investigates the role of figures of speech, mainly metaphors, analogies, and personifications in the process of conceptual change in the physics classroom. The objectives of this study are as follows: (1) documenting the views of teachers on the role of figures of speech and humor in teaching physics concepts, (2) examining students’ views on the influence of figures of speech on their understanding of physics concepts, (3) observing how students interact with the use of figures of speech and humor in the physics classroom, and (4) investigating the relation between the roles of figures of speech and humor on a motivational and cognitive level. A mixed-method approach was used to conduct this research. Interviews were conducted with physics teachers; questionnaires were distributed to students, and a non-participant observation was carried out during a period of 4 months. A thematic approach was used to analyze the data which provided in-depth knowledge of how teachers and students viewed the roles of figures of speech in teaching physics. Teachers viewed figures of speech as a VIII tool that helps them transmit abstract physics concepts to students in a simpler and concrete way as well as it helps deal with student misconceptions. The study suggests several ways to overcome the drawbacks and make the most of the positive aspects. Questionnaires revealed that the majority of students understand physics concepts better when the teacher uses tools such as figures of speech to explain them. The research highlighted the effective role of teachers in discerning when to use the figure of speech and how to overcome its drawbacks when applicable. Non-participant observations enlisted several examples of figures of speech used and the positive responses of students towards them. This study makes an important contribution to using language tools in teaching physics concepts. It highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the physics curriculum as tools to enhance the process of conceptual change in the physics classroom.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education Teaching Methods Students achievement
9 (RLIN) 75
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم طرق التعليم تحصيل الطلبة
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102949">http://search.shamaa.org/FullRecord?ID=102949</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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